资料中包含下列文件，点击文件名可预览资料内容
还剩6页未读，
继续阅读
北京市海淀区2023-2024学年高二下学期期末英语试卷
展开
这是一份北京市海淀区2023-2024学年高二下学期期末英语试卷，文件包含北京市海淀区2023-2024学年高二下学期期末英语试卷无答案docx、北京市海淀区2023-2024学年高二下学期期末英语试卷docx等2份试卷配套教学资源，其中试卷共11页， 欢迎下载使用。
本试卷共 8 页，共四大部分，57 道小题，满分 100 分。考试时长 90 分钟。试题答案一律填涂或书写在答题卡上，在试卷上作答无效。考试结束后，请将答题卡交回。
第一部分：听力理解（共三节，18 分）第一节（共 4 小题；每小题 1 分，共 4 分）
听下面 4 段对话。每段对话后有一道小题，从每题所给的 A、B、C 三个选项中选出最佳选项。听完每段对话后，你将有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话你将听一遍。
（）1．When will the speakers have the meeting?
A．At 9 ’clck.B．At 11 ’clck.C．At 12 ’clck.
（）2．What service des the man request?
A．Rm service.B．A wake-up call.C．Checking ut.
（）3．Which type f mvies des the wman prefer?
A．Thrillers.B．Rmances.C．Dcumentaries.
（）4．What is the man ding? A．Checking the flight number.
B．Lking fr the barding gate.
C．Asking abut airprt facilities.
第二节（共 8 小题；每小题 1 分，共 8 分）
听下面 4 段对话或独白。每段对话或独白后有几道小题，从每题所给的 A、B、C 三个选项中选出最佳选项。听每段对话或独白前，你将有 5 秒钟的时间阅读每小题。听完后，每小题将给出 5 秒钟的作答时间。每段对话或独白你将听两遍。
听第 5 段材料，回答第 5 至 6 小题。
（）5．What activity will the tw speakers jin in?
A．Sprts games.B．Music festivals.C．Cking cmpetitins.
（）6．Where can the speakers get the frm?
A．In the library.B．In the head teacher’s ffice.C．In the music hall.
听第 6 段材料，回答第 7 至 8 小题。
（）7．What makes the man feel dwn lately?
A．Failing the exams.B．Lsing cnfidence.C．Perfrming badly in the drama.
（）8．What des the wman advise the man t d?
A．Pay attentin t utcmes.B．Practise t be perfect.C．Fcus n the prgress.
听第 7 段材料，回答第 9 至 10 小题。
（）9．What is the man ding?
A．Making a cmplaint.B．Canceling a tur.C．Seeking fr advice.
（）10．What will the man prbably decide t d?
A．Take a hiking trip.B．Ride in a ht air balln.C．C n a muntain biking tur.
听第 8 段材料，回答第 11 至 12 小题。
（）11．What is the aim f the Tech Festival?
A．T guide students t apply technlgy t real life.
B．T help students keep up with the latest innvatin.
C．T shw students’ technlgical talents and creativity.
（）12．What can students d in the cding cmpetitin?
A．Judge thers’ creatin.B．Develp an applicatin.C．Reprt real-life prblems.
第三节（共 4 小题；每小题 1.5 分，共 6 分）
听下面一段独白，完成第 13 至 16 四道小题，每小题仅填写一．个．词。听独白前，你将有 20 秒钟的时间阅读
试题，听完后你将有 60 秒钟的作答时间。这段独白你将听两遍。
第二部分：知识运用（共两节，25 分）第一节（共 10 小题；每小题 1 分，共 10 分）
阅读下面的短文，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。
When mst teenagers his age are prepping fr cmpetitive exams r training t be athletes. Henry Burner, struggling with dyslexia (阅读障碍), decided t chart his wn rute fr success.
At the age f 10, his class 17 a trading pst, where students wuld sell and buy gds with heads. His mm suggested making cupcakes, but Burner refused. “Mm, the baked gds market is ging t be ttally versaturated (过度饱和的). Few students make things that last lng. We need t make smething 18 .” S he pulled ut his mm’s ld buttn machine and made buttns. When Burner ended up with the mst bends at the trading pst, he felt fr the first time that he was really successful. Arriving hme, Burner asked his mm. “Can I make it a real business?” That was the 19 f Buttnsmith, a retail cmpany which nw has ver 10, 000 prducts available.
Alng with his regular schling, Burner played a large rle in the cmpany’s strategic decisin making and
20 his breaks and weekends wrking n the cmpany. Buttnsmith started frm the farmer’s market befre ging nline and 21 , develping its wn website. After ging nline, Buttnsmith’s sales shwed a significant up ward graph and reached millins f peple, and that was a (n) 22 pint. Since then he has greatly 23 prduct lines int many affrdable high quality prducts that allw peple t express wh they are t the wrld.
Starting with buttns, the cmpany has diversified its prduct 24 and currently prvides dg cllars, leashes, business cards, banners, etc. T stay ahead f cmpetitrs, Burner has ptimize
Buttnsmith t have custm prducts made within minutes f the rder being 25 . and makes sure the
Tips n Hw t Plan a Party
Set up a bard games table
13 a table where yu can lay ut all f yur bard games
Offer a variety f games
Set up a DIY 14 bth
Use a large piece f paper r 15 as a backgrund
Add a banner that has the name f the graduate’s schl and the year
Give a graduatin party tast
Speak t the 16 strengths and accmplishments
Use a favrite qute
prducts are in the custmers’ hands within tw days.
After creating an impressive retail cmpany at hme. Buttnsmith is strategizing t spread its 26 t ther cuntries. “Hve being an entrepreneur.” cncluded Burner.
第二节（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。在未给出提示词的空白处仅填写 1 个恰当的单词，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
Giant panda Fu Ba arrived in Chengdu. Sichuan Prvince n April 3rd, 2024. after living in Suth Krea fr ver 3 years. Large screens were lit up 27 (welcme) Fu Ba hme. These large screen advertisements
28 (purchase) by dzens f fans. Fu Ba is the first giant panda brn in Suth Krea and a successful case f verseas breeding. Since the 1990s, China 29 (cnduct) giant panda cnservatin cperatin and research with institutins in ther cuntries. Currently, there are a lcal f 49 giant pandas abrad.
B
Arund 90% f rad accidents are caused by human errrs, and self-driving cars with AI aim t slve the prblem. 30 they can d is n keep vehicle hardware healthy by driving strategically and safely. In this way, traffic vilatins and fines can be avided, 31 can help save csts. Drivers als benefit frm the
(integrate) f Al technlgy during lng trips as they can rest while the car’s system takes care f driving.
C
As summer vacatin appraches, study turs f primary and middle schl students have becme ppular.
(absrb) in academic studies at schl, students are left with little rm fr activities such as practical labr r hands-n experience. During the study turs, they cme 34 grups t majr attractins, museums and farms t learn while sightseeing. Educatinal trips ffer students precius 35 (pprtunity) t becme mre independent. By 36 (engage) in independent living and prblem slving with peers, students can learn t navigate real-life situatins.
第三部分：阅读理解（共两节，32 分）
第一节（共 11 小题；每小题 2 分，共 22 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
（
）17．A．ran
B．sptted
C．decrated
D．swept
（
）18．A．stable
B．prtable
C．durable
D．flexible
（
）19．A．missin
B．initiatin
C．advantage
D．perfrmance
（
）20．A．killed
B．delayed
C．balanced
D．invested
（
）21．A．eventually
B．hesitantly
C．frequently
D．accidentally
（
）22．A．regular
B．temprary
C．crucial
D．urgent
（
）23．A．slided
B．pured
C．packed
D．expanded
（
）24．A．csts
B．sizes
C．fferings
D．suppliers
（
）25．A．shipped
B．placed
C．deleted
D．tracked
（
）26．A．rts
B．wishes
C．taste
D．research
When facing the task f deciding yur majr, yu shuld remember that the decisin yu make desn’t mean yu are nly destined fr ne path.
QUESTIONS TO ASK YOURSELF AS YOU MAKE YOUR DECISION
D I have a career in mind?
Althugh yur majr des nt necessarily dictate yur career, sme jbs d require a certain field f study. If yu have yur future career in mind, d yur research and find ut the educatin requirements. If yu are at a lss with what yu want t d, g ahead and research different career fields. A certain jb might pi que yur interest, and that culd prmpt yu t pick a certain majr.
Hw much des mney matter?
Sme majrs d have higher ptential earnings than thers. If earning a lt f mney is a primary gal fr yu, search fr majrs that pay ff well. Feel free t reach ut t the Career Center fr mre infrmatin n higher-earning majrs and careers.
What d I lve t d?
If yu lve what yu study, yu will be mre likely t pay full attentin t yur classes. which will prbably lead t better grades and valuable cnnectins in the field. Als yu will find yur cllege years mre fulfilling if yu cultivate yur passin!
TIPS FOR DISCOVERING WHAT INTERESTS YOU
Explre different curses!
Dn’t take randm free electives just t meet the credit requirement fr graduatin. Explre different subjects! By branching ut f what yu knw, yu may discver an unexpected aptitude fr sprt management, r realize that yu lve psychlgy! Maybe an elective curse culd lead yu t yur majr.
Meet with a CDC staff member!
Yur Career Develpment Center (CDC) is eager t help yu! Meet with a peer Career Ambassadr t talk abut yur career gals and the ptins fr yu. Als cnsider scheduling an appintment with a prfessinal staff member t discuss ptential career paths, internships (实习), and mre!
Utilize the CDC’s nline resurces!
CDC ffers many nline resurces fr self-assessment and career search. We make recmmendatins fr majrs and careers based n yur answers! See page 6 fr mre details f what we have t ffer!
（）37．If yu dn’t knw what t chse as yur future career, yu need t . A．cultivate a related hbbyB．aim fr well-paid jbs C．cnsider the educatin requirementsD．investigate different fields
（）38．Accrding t the passage, CDC culd .
A．give majr-related adviceB．establish internship prgrammes
C．define yur future career galsD．select an elective curse fr yu
（）39．Where is the passage prbably taken frm?
A．A research paper.B．A cmmercial pst.C．A cllege brchure.D．A recruitment ntice.
B
Fd packaging frm arund the wrld cntains at least 68 “frever chemicals” that can seep int what we eat.
a new study finds. And 61 f them are nt even suppsed t be used in such prducts. “It’s nt clear why the latter chemicals, which are nt n lists f thse authrized fr use in fd cntainers, are in such packaging.” says the study’s authr Birgit Geueke.
The study fcused n a class f chemicals called perfluralkyl and plyflurnlkyl substances (PFASs), which are smetimes called “frever chemicals” because they dn’t break dwn readily in the envirnment r in the bdy. That’s because their characteristic carbn-flurine bnd is ne f the strngest in nature. Fr decades, these substances have been used in a wide range f cnsumer prducts, frm ckware t pesticide s t csmetics, because they are prf against water and grease.
Geueke and her team fund a mismatch between what they detected in actual prducts and a database f PFAS chemicals authrized fr use in fd packaging. Abut 140 PFASs are knwn t be used in fd packaging, but nly seven f the 68 chemicals in the study were n this list. Geueke says it’s unclear hw r why the ther 61 chemicals turned up. David Andrews, a chemist and txiclgist at a nnprfit envirnmental advcacy rganizatin, suggests it’s pssible that unknwn impurities emerged during the manufacturing f the authrized chemicals r that the authrized PFASs degrade ver time. This class f chemicals includes many lng-chain mlecules, and they can break int shrter chains that are simply different types f PFASs.
PFASs have been fund in human bld and breast milk, drinking water, sil and ther startling places arund the wrld. Expsure t sme f the mst studied PFASs has been assciated with cancer. reprductive prblems and lessened respnses t vaccines. “There’s an incredible bdy f scientific evidence linking PFAS chemicals t health harm,” says Andrews. Many cuntries are evaluating restrictins f PFASs in fd packaging.
Chemical industry representatives have advcated fr dealing with PFASs as individual chemicals. Befre publishing the new study. Scientific American reached ut t the American Chemistry Cuncil (ACC). a chemistry industry trade assciatin, abut it, but the rganizatin did nt reply. On its dedicated PFAS webpage. ACC ntes that “all PFASs are nt the same. Each individual chemical has its wn unique prperties and uses.”
Andrews and Geueke bth say the presence f unknwn PFASs in fd packaging is gd reasn t regulate these chemicals as a single class—a psitin shared with many ther scientific experts and envirnmental prtectin grups. There are mre than 12,000 knwn PFASs, and scientists dn’t knw much abut mst f them. “Only sme PFASs have ever been tested fr txicity (每性),” Geueke says, and “there are prbably ther ways t prduce fd packaging.”
（）40．What can we learn abut PFASs frm the passage?
A．They are able t resist water and grease.B．They last lng and never break dwn. C．They cntain the lngest chemical bnd.D．They are mainly used fr fd packaging.
（）41．Paragraph 3 is mainly abut .
A．the ptential usage f the unknwn impurities
B．the authrizatin f fd packaging chemicals
C．the likely transfrming prcess frm PFASs int new chemicals
D．the pssible explanatin fr the presence f unauthrized PFASs
（）42．The wrds n the webpage in Paragraph 5 may shw that ACC . A．has wrked ut ways t use PFASs safely in different prducts
B．agrees with chemical industry representatives regarding PFASs
C．has gt the authritative pwer in dealing with PFASs
D．supprts testing mre unknwn PFASs fr txicity
（）43．Which wuld Geueke prbably agree with? A．Laws shuld be made t ban the use f PFASs.
B．Fd packaging alternatives shuld be explred.
C．The chemicals in fd packaging shuld be listed. D．Scientists shuld cntinue discvering new PFASs.
C
A theme at this year’s Wrld Ecnmic Frum (WEF) meeting was the perceived need t “accelerate breakthrughs in research and technlgy”. Sme f this framing was mtivated by the climate emergency, sme by the pprtunities and challenges presented by generative artificial intelligence. Yet in varius cnversatins, it seemed t be taken fr granted that t address the wrld’s prblems, scientific research needs t mve faster.
The WEF mindset resnates ( 产 生 共 鸣 ) with the Silicn Valley dictate—usually credited t Mark Zuckerberg—t mve fast and break things. But what if the thing being brken is science? Or public trust?
The WEF meeting tk place just a frtnight after Harvard University President Claudine Cay stepped dwn after cmplaints were made abut her schlarship. Gay’s trubles came n the heels f the resignatin f Stanfrd University President Mare Tessier-Lavigne, after an internal investigatin cncluded that his neurscience research had“multiple prblems”. In respnse. Gay requested crrectins t several f her papers; Tessier-Lavigne requested retractin (撤回) f three f his. Althugh it may be impssible t determine just hw widespread such prblems really are, it’s hard t imagine that the spectacle f high-prfile schlars crrecting and retracting papers has nt had a negative impact n public trust in science and perhaps in experts bradly.
In recent years we’ve seen imprtant papers, written by prminent scientists and published in prestigius jurnals, retracted because f questinable data r methds. In ne interesting case, Frances H. Arnld f the Califrnia Institute f Technlgy, wh shared the 2018 Nbel Prize in Chemistry, vluntarily retracted a paper when her lab was unable t replicate her results—but after the paper had been published. In an pen aplgy, she stated that she was “a bit busy” when the paper was submitted and “did nt d my jb well”. Arnld’s hnesty is admirable, but it raises a questin: Are schlars at super cmpetitive places really taking the time t d their wrk right?
The prblem is nt unique t the U. S. In Eurpe, frmal research assessments—which are used t allcate future funding—have fr years judged academic departments largely n the quantity f their utput. Due t the fact that the existing system has created a cunterincentive t advancement in science, a refrm is underway urging an emphasis n quality ver quantity.
Gd science takes time. Nearly a century passed between bichemist Friedrich Miescher’s identificatin f the DNA mlecule and suggestin that it might be invlved in inheritance and the elucidatin f its duble-helix structure in the 1950s. And it tk just abut half a century fr gelgist and gephysicists t accept gephysicist Alfred Wegener’s idea f cntinental drift.
There’s plenty f circumstantial evidence that scientists and ther schlars are pushing results ut far faster
than they used t. Sme f this grwth is driven by mre scientists and mre c-authrship (papers, but it als suggests that the research wrld has priritized quantity ver quality. Researched may need t slw dwn—nt speed up—if we are t prduce knwledge wrthy f trust.
（ ）44．What can we learn frm the first three paragraphs?
A．Tessier-Lavigne resigned frm Sandfrd after Gay stepped dwn. B．Gay gave back her schlarships due t students’ cmplaints.
C．Faster scientific develpment has led t climate change.
D．Public trust in science may have already been shaken.
（）45．Why is the example f Frances H. Arnld mentined in Paragraph 4?
A．T questin the wrks f Nbel Prize winners.
B．T shw the practice f paper retractin is cmmn.
C．T indicate even the influential scientists are in a rush.
D．T highlight scientists’ quality f hnesty in academia.
（）46．The underlined wrd “cunterincentive” in Paragraph 5 refers t a (n) factr. A．unfairB．indecisiveC．discuragingD．irratinal
（）47．Which wuld be the best title fr the passage?
A．The Danger f Fast ScienceB．The Battle between Quality and Quantity C．The Crisis amng Tp ScientistsD．The Principle behind Research Assessments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。
Picture this: yu’re baking ckies. As yu lift the pan ut f the ven, yur bar e arm accidentally tuches it. Ouch! Why did yu feel pain? And hw is yur brain invlved in sensing pain? We may nt like pain, but ur bdies need it as a warning system. 48
There are special receptr cells in ur skin and bdies that are sensitive t certain stimuli (刺激). These cells are called “nciceptrs”. When a nciceptr gets expsed t a painful stimulus, it sends a message int the brain. The brain prcesses that infrmatin, and then pain is felt. 49 Think abut a time when yu’ve stubbed yur te. There desn’t seem t be a delay between hitting yur te and then feeling pain: it feels like it happens at the same time.
50 If we have an injury, pain alerts us t rest and let the injury heal. If we stand t clse t a fire, pain tells us t mve away. Nt being able t feel pain can be dangerus. Sme peple can feel sensatins like tuch, but they cannt feel pain. Withut feeling pain, they cannt listen t their bdies when they need t rest r heal.
On the ther hand, the brain smetimes prcesses pain where there isn’t any actual injury t the bdy. Here’s a famus stry: a man stepped n a nail. It went thrugh the bttm f his she, and he felt like he was in hrrible pain. When the dctrs remved his she, they fund that the nail was between his tes! It hadn’t gne int his ft at all. 51 S his brain perceived pain t match the experience.
Withut pain, we might nt knw when we culd need t rest. We might nt knw if we were in danger f hurting urselves. 52 Hwever, it is an imprtant part f human life and survival!
A．Pain is nt fun t feel.
B．Pain is a respnse t a stimulus.
C．Our brains use sensry infrmatin t interpret the pain that we feel. D．Even thugh pain is an unpleasant feeling, it is necessary fr human survival.
E．All f this signal sending and prcessing happens faster than we can perceive.
F．It is an imprtant functin f ur brain, telling ur bdies when smething is wrng. G．Hwever, the visual infrmatin tricked his brain int thinking that there was cause fr alarm.第四部分：书面表达（共两节，25 分）
第一节（共 4 小题；第 53、54、55 题各 2 分，第 56 题 4 分，共 10 分）
阅读下面的短文，根据题目要求用英文回答问题。
Marva Cllins’ jurney as a teacher began in the 1960s, when she was assigned t teach at a public schl in Chicag. At the time, the schl was trubled by lw academic standards and misbehavir f the students. Despite these challenges. Cllins was determined t help thse students labeled as “difficult” r “at-risk”. Believing that every student had the ptential t learn and succeed, she set ut t create a classrm envirnment that wuld fster a lve f learning, a sense f discipline, and a belief in neself.
Cllin s first established a rigrus academic curriculum that wuld challenge her students t reach their full ptential. She taught her students traditinal subjects and als emphasized critical thinking, prblem slving, and creativity. Her teaching methds were highly effective, and students sn began t shw remarkable prgress.
But Cllins’ greatest achievement was the funding f the Westside Pre p Schl, which she started in 1975．The schl prvided a safe and nurturing envirnment where students culd thrive academically and scially and therefre it was cnsidered as the “have n fr learning”.
At the Prep Schl. Cllin s stressed the imprtance f discipline and hard wrk. She expected her students t arrive n time, in unifrm, and ready t learn, and she installed in them a sense f respnsibility and accuntability. Cllin s als emphasized the imprtance f building relatinships between teachers and students. She believed that strng relatinships were the fundatin f effective teaching, are she encuraged her teachers t persnalize their instructin based n the students’ individual differences.
Under her leadership, the Pre p Schl became knwn fr its high academic standards and its ability t help struggling students. Many f the schl’s graduates went n t attend tp clleges and universities, and sme went n t becme leaders in their fields.
Cllins’ impact n educatin was recgnized by educatrs arund the wrld. Tday, her legacy lives n. Her emphasis n discipline, hard wrk, and relatinships cntinues t be a mdel fr effective teaching, and her belief in the ptential f every student cntinues t inspire educatrs t make a difference in the lives f the at-risk students.
What challenges did Cllins face as a new teacher?
Why was the Pre p Schl cnsidered the “haven fr learning”?
Please decide which part is false in the fllwing statement, then underline it and explain why.
T achieve effective teaching, Cllins encuraged her teachers t build strng relatinships with the students and teach them as a whle.
Which ne f Cllin’s teaching beliefs impresses yu mst? Why? (In abut 40 wrds)
第二节（15 分）
假设你是红星中学高二学生李华。2024 年世界机器人大会（Wrld Rbt Cnference）将于八月在北京举行，组委会正在招募英文志愿讲解员，你对此很感兴趣。请你用英文写一封申请信，内容包括：
申请理由；
自身优势。
注意：1．词数 100 左右；
2．开头和结尾已给出，不计入总词数。 Dear Sir/Madam,
（请务必将作文写在答题卡指定区域内）
Yurs, Li Hua
本试卷共 8 页，共四大部分，57 道小题，满分 100 分。考试时长 90 分钟。试题答案一律填涂或书写在答题卡上，在试卷上作答无效。考试结束后，请将答题卡交回。
第一部分：听力理解（共三节，18 分）第一节（共 4 小题；每小题 1 分，共 4 分）
听下面 4 段对话。每段对话后有一道小题，从每题所给的 A、B、C 三个选项中选出最佳选项。听完每段对话后，你将有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话你将听一遍。
（）1．When will the speakers have the meeting?
A．At 9 ’clck.B．At 11 ’clck.C．At 12 ’clck.
（）2．What service des the man request?
A．Rm service.B．A wake-up call.C．Checking ut.
（）3．Which type f mvies des the wman prefer?
A．Thrillers.B．Rmances.C．Dcumentaries.
（）4．What is the man ding? A．Checking the flight number.
B．Lking fr the barding gate.
C．Asking abut airprt facilities.
第二节（共 8 小题；每小题 1 分，共 8 分）
听下面 4 段对话或独白。每段对话或独白后有几道小题，从每题所给的 A、B、C 三个选项中选出最佳选项。听每段对话或独白前，你将有 5 秒钟的时间阅读每小题。听完后，每小题将给出 5 秒钟的作答时间。每段对话或独白你将听两遍。
听第 5 段材料，回答第 5 至 6 小题。
（）5．What activity will the tw speakers jin in?
A．Sprts games.B．Music festivals.C．Cking cmpetitins.
（）6．Where can the speakers get the frm?
A．In the library.B．In the head teacher’s ffice.C．In the music hall.
听第 6 段材料，回答第 7 至 8 小题。
（）7．What makes the man feel dwn lately?
A．Failing the exams.B．Lsing cnfidence.C．Perfrming badly in the drama.
（）8．What des the wman advise the man t d?
A．Pay attentin t utcmes.B．Practise t be perfect.C．Fcus n the prgress.
听第 7 段材料，回答第 9 至 10 小题。
（）9．What is the man ding?
A．Making a cmplaint.B．Canceling a tur.C．Seeking fr advice.
（）10．What will the man prbably decide t d?
A．Take a hiking trip.B．Ride in a ht air balln.C．C n a muntain biking tur.
听第 8 段材料，回答第 11 至 12 小题。
（）11．What is the aim f the Tech Festival?
A．T guide students t apply technlgy t real life.
B．T help students keep up with the latest innvatin.
C．T shw students’ technlgical talents and creativity.
（）12．What can students d in the cding cmpetitin?
A．Judge thers’ creatin.B．Develp an applicatin.C．Reprt real-life prblems.
第三节（共 4 小题；每小题 1.5 分，共 6 分）
听下面一段独白，完成第 13 至 16 四道小题，每小题仅填写一．个．词。听独白前，你将有 20 秒钟的时间阅读
试题，听完后你将有 60 秒钟的作答时间。这段独白你将听两遍。
第二部分：知识运用（共两节，25 分）第一节（共 10 小题；每小题 1 分，共 10 分）
阅读下面的短文，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。
When mst teenagers his age are prepping fr cmpetitive exams r training t be athletes. Henry Burner, struggling with dyslexia (阅读障碍), decided t chart his wn rute fr success.
At the age f 10, his class 17 a trading pst, where students wuld sell and buy gds with heads. His mm suggested making cupcakes, but Burner refused. “Mm, the baked gds market is ging t be ttally versaturated (过度饱和的). Few students make things that last lng. We need t make smething 18 .” S he pulled ut his mm’s ld buttn machine and made buttns. When Burner ended up with the mst bends at the trading pst, he felt fr the first time that he was really successful. Arriving hme, Burner asked his mm. “Can I make it a real business?” That was the 19 f Buttnsmith, a retail cmpany which nw has ver 10, 000 prducts available.
Alng with his regular schling, Burner played a large rle in the cmpany’s strategic decisin making and
20 his breaks and weekends wrking n the cmpany. Buttnsmith started frm the farmer’s market befre ging nline and 21 , develping its wn website. After ging nline, Buttnsmith’s sales shwed a significant up ward graph and reached millins f peple, and that was a (n) 22 pint. Since then he has greatly 23 prduct lines int many affrdable high quality prducts that allw peple t express wh they are t the wrld.
Starting with buttns, the cmpany has diversified its prduct 24 and currently prvides dg cllars, leashes, business cards, banners, etc. T stay ahead f cmpetitrs, Burner has ptimize
Buttnsmith t have custm prducts made within minutes f the rder being 25 . and makes sure the
Tips n Hw t Plan a Party
Set up a bard games table
13 a table where yu can lay ut all f yur bard games
Offer a variety f games
Set up a DIY 14 bth
Use a large piece f paper r 15 as a backgrund
Add a banner that has the name f the graduate’s schl and the year
Give a graduatin party tast
Speak t the 16 strengths and accmplishments
Use a favrite qute
prducts are in the custmers’ hands within tw days.
After creating an impressive retail cmpany at hme. Buttnsmith is strategizing t spread its 26 t ther cuntries. “Hve being an entrepreneur.” cncluded Burner.
第二节（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。在未给出提示词的空白处仅填写 1 个恰当的单词，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
Giant panda Fu Ba arrived in Chengdu. Sichuan Prvince n April 3rd, 2024. after living in Suth Krea fr ver 3 years. Large screens were lit up 27 (welcme) Fu Ba hme. These large screen advertisements
28 (purchase) by dzens f fans. Fu Ba is the first giant panda brn in Suth Krea and a successful case f verseas breeding. Since the 1990s, China 29 (cnduct) giant panda cnservatin cperatin and research with institutins in ther cuntries. Currently, there are a lcal f 49 giant pandas abrad.
B
Arund 90% f rad accidents are caused by human errrs, and self-driving cars with AI aim t slve the prblem. 30 they can d is n keep vehicle hardware healthy by driving strategically and safely. In this way, traffic vilatins and fines can be avided, 31 can help save csts. Drivers als benefit frm the
(integrate) f Al technlgy during lng trips as they can rest while the car’s system takes care f driving.
C
As summer vacatin appraches, study turs f primary and middle schl students have becme ppular.
(absrb) in academic studies at schl, students are left with little rm fr activities such as practical labr r hands-n experience. During the study turs, they cme 34 grups t majr attractins, museums and farms t learn while sightseeing. Educatinal trips ffer students precius 35 (pprtunity) t becme mre independent. By 36 (engage) in independent living and prblem slving with peers, students can learn t navigate real-life situatins.
第三部分：阅读理解（共两节，32 分）
第一节（共 11 小题；每小题 2 分，共 22 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
（
）17．A．ran
B．sptted
C．decrated
D．swept
（
）18．A．stable
B．prtable
C．durable
D．flexible
（
）19．A．missin
B．initiatin
C．advantage
D．perfrmance
（
）20．A．killed
B．delayed
C．balanced
D．invested
（
）21．A．eventually
B．hesitantly
C．frequently
D．accidentally
（
）22．A．regular
B．temprary
C．crucial
D．urgent
（
）23．A．slided
B．pured
C．packed
D．expanded
（
）24．A．csts
B．sizes
C．fferings
D．suppliers
（
）25．A．shipped
B．placed
C．deleted
D．tracked
（
）26．A．rts
B．wishes
C．taste
D．research
When facing the task f deciding yur majr, yu shuld remember that the decisin yu make desn’t mean yu are nly destined fr ne path.
QUESTIONS TO ASK YOURSELF AS YOU MAKE YOUR DECISION
D I have a career in mind?
Althugh yur majr des nt necessarily dictate yur career, sme jbs d require a certain field f study. If yu have yur future career in mind, d yur research and find ut the educatin requirements. If yu are at a lss with what yu want t d, g ahead and research different career fields. A certain jb might pi que yur interest, and that culd prmpt yu t pick a certain majr.
Hw much des mney matter?
Sme majrs d have higher ptential earnings than thers. If earning a lt f mney is a primary gal fr yu, search fr majrs that pay ff well. Feel free t reach ut t the Career Center fr mre infrmatin n higher-earning majrs and careers.
What d I lve t d?
If yu lve what yu study, yu will be mre likely t pay full attentin t yur classes. which will prbably lead t better grades and valuable cnnectins in the field. Als yu will find yur cllege years mre fulfilling if yu cultivate yur passin!
TIPS FOR DISCOVERING WHAT INTERESTS YOU
Explre different curses!
Dn’t take randm free electives just t meet the credit requirement fr graduatin. Explre different subjects! By branching ut f what yu knw, yu may discver an unexpected aptitude fr sprt management, r realize that yu lve psychlgy! Maybe an elective curse culd lead yu t yur majr.
Meet with a CDC staff member!
Yur Career Develpment Center (CDC) is eager t help yu! Meet with a peer Career Ambassadr t talk abut yur career gals and the ptins fr yu. Als cnsider scheduling an appintment with a prfessinal staff member t discuss ptential career paths, internships (实习), and mre!
Utilize the CDC’s nline resurces!
CDC ffers many nline resurces fr self-assessment and career search. We make recmmendatins fr majrs and careers based n yur answers! See page 6 fr mre details f what we have t ffer!
（）37．If yu dn’t knw what t chse as yur future career, yu need t . A．cultivate a related hbbyB．aim fr well-paid jbs C．cnsider the educatin requirementsD．investigate different fields
（）38．Accrding t the passage, CDC culd .
A．give majr-related adviceB．establish internship prgrammes
C．define yur future career galsD．select an elective curse fr yu
（）39．Where is the passage prbably taken frm?
A．A research paper.B．A cmmercial pst.C．A cllege brchure.D．A recruitment ntice.
B
Fd packaging frm arund the wrld cntains at least 68 “frever chemicals” that can seep int what we eat.
a new study finds. And 61 f them are nt even suppsed t be used in such prducts. “It’s nt clear why the latter chemicals, which are nt n lists f thse authrized fr use in fd cntainers, are in such packaging.” says the study’s authr Birgit Geueke.
The study fcused n a class f chemicals called perfluralkyl and plyflurnlkyl substances (PFASs), which are smetimes called “frever chemicals” because they dn’t break dwn readily in the envirnment r in the bdy. That’s because their characteristic carbn-flurine bnd is ne f the strngest in nature. Fr decades, these substances have been used in a wide range f cnsumer prducts, frm ckware t pesticide s t csmetics, because they are prf against water and grease.
Geueke and her team fund a mismatch between what they detected in actual prducts and a database f PFAS chemicals authrized fr use in fd packaging. Abut 140 PFASs are knwn t be used in fd packaging, but nly seven f the 68 chemicals in the study were n this list. Geueke says it’s unclear hw r why the ther 61 chemicals turned up. David Andrews, a chemist and txiclgist at a nnprfit envirnmental advcacy rganizatin, suggests it’s pssible that unknwn impurities emerged during the manufacturing f the authrized chemicals r that the authrized PFASs degrade ver time. This class f chemicals includes many lng-chain mlecules, and they can break int shrter chains that are simply different types f PFASs.
PFASs have been fund in human bld and breast milk, drinking water, sil and ther startling places arund the wrld. Expsure t sme f the mst studied PFASs has been assciated with cancer. reprductive prblems and lessened respnses t vaccines. “There’s an incredible bdy f scientific evidence linking PFAS chemicals t health harm,” says Andrews. Many cuntries are evaluating restrictins f PFASs in fd packaging.
Chemical industry representatives have advcated fr dealing with PFASs as individual chemicals. Befre publishing the new study. Scientific American reached ut t the American Chemistry Cuncil (ACC). a chemistry industry trade assciatin, abut it, but the rganizatin did nt reply. On its dedicated PFAS webpage. ACC ntes that “all PFASs are nt the same. Each individual chemical has its wn unique prperties and uses.”
Andrews and Geueke bth say the presence f unknwn PFASs in fd packaging is gd reasn t regulate these chemicals as a single class—a psitin shared with many ther scientific experts and envirnmental prtectin grups. There are mre than 12,000 knwn PFASs, and scientists dn’t knw much abut mst f them. “Only sme PFASs have ever been tested fr txicity (每性),” Geueke says, and “there are prbably ther ways t prduce fd packaging.”
（）40．What can we learn abut PFASs frm the passage?
A．They are able t resist water and grease.B．They last lng and never break dwn. C．They cntain the lngest chemical bnd.D．They are mainly used fr fd packaging.
（）41．Paragraph 3 is mainly abut .
A．the ptential usage f the unknwn impurities
B．the authrizatin f fd packaging chemicals
C．the likely transfrming prcess frm PFASs int new chemicals
D．the pssible explanatin fr the presence f unauthrized PFASs
（）42．The wrds n the webpage in Paragraph 5 may shw that ACC . A．has wrked ut ways t use PFASs safely in different prducts
B．agrees with chemical industry representatives regarding PFASs
C．has gt the authritative pwer in dealing with PFASs
D．supprts testing mre unknwn PFASs fr txicity
（）43．Which wuld Geueke prbably agree with? A．Laws shuld be made t ban the use f PFASs.
B．Fd packaging alternatives shuld be explred.
C．The chemicals in fd packaging shuld be listed. D．Scientists shuld cntinue discvering new PFASs.
C
A theme at this year’s Wrld Ecnmic Frum (WEF) meeting was the perceived need t “accelerate breakthrughs in research and technlgy”. Sme f this framing was mtivated by the climate emergency, sme by the pprtunities and challenges presented by generative artificial intelligence. Yet in varius cnversatins, it seemed t be taken fr granted that t address the wrld’s prblems, scientific research needs t mve faster.
The WEF mindset resnates ( 产 生 共 鸣 ) with the Silicn Valley dictate—usually credited t Mark Zuckerberg—t mve fast and break things. But what if the thing being brken is science? Or public trust?
The WEF meeting tk place just a frtnight after Harvard University President Claudine Cay stepped dwn after cmplaints were made abut her schlarship. Gay’s trubles came n the heels f the resignatin f Stanfrd University President Mare Tessier-Lavigne, after an internal investigatin cncluded that his neurscience research had“multiple prblems”. In respnse. Gay requested crrectins t several f her papers; Tessier-Lavigne requested retractin (撤回) f three f his. Althugh it may be impssible t determine just hw widespread such prblems really are, it’s hard t imagine that the spectacle f high-prfile schlars crrecting and retracting papers has nt had a negative impact n public trust in science and perhaps in experts bradly.
In recent years we’ve seen imprtant papers, written by prminent scientists and published in prestigius jurnals, retracted because f questinable data r methds. In ne interesting case, Frances H. Arnld f the Califrnia Institute f Technlgy, wh shared the 2018 Nbel Prize in Chemistry, vluntarily retracted a paper when her lab was unable t replicate her results—but after the paper had been published. In an pen aplgy, she stated that she was “a bit busy” when the paper was submitted and “did nt d my jb well”. Arnld’s hnesty is admirable, but it raises a questin: Are schlars at super cmpetitive places really taking the time t d their wrk right?
The prblem is nt unique t the U. S. In Eurpe, frmal research assessments—which are used t allcate future funding—have fr years judged academic departments largely n the quantity f their utput. Due t the fact that the existing system has created a cunterincentive t advancement in science, a refrm is underway urging an emphasis n quality ver quantity.
Gd science takes time. Nearly a century passed between bichemist Friedrich Miescher’s identificatin f the DNA mlecule and suggestin that it might be invlved in inheritance and the elucidatin f its duble-helix structure in the 1950s. And it tk just abut half a century fr gelgist and gephysicists t accept gephysicist Alfred Wegener’s idea f cntinental drift.
There’s plenty f circumstantial evidence that scientists and ther schlars are pushing results ut far faster
than they used t. Sme f this grwth is driven by mre scientists and mre c-authrship (papers, but it als suggests that the research wrld has priritized quantity ver quality. Researched may need t slw dwn—nt speed up—if we are t prduce knwledge wrthy f trust.
（ ）44．What can we learn frm the first three paragraphs?
A．Tessier-Lavigne resigned frm Sandfrd after Gay stepped dwn. B．Gay gave back her schlarships due t students’ cmplaints.
C．Faster scientific develpment has led t climate change.
D．Public trust in science may have already been shaken.
（）45．Why is the example f Frances H. Arnld mentined in Paragraph 4?
A．T questin the wrks f Nbel Prize winners.
B．T shw the practice f paper retractin is cmmn.
C．T indicate even the influential scientists are in a rush.
D．T highlight scientists’ quality f hnesty in academia.
（）46．The underlined wrd “cunterincentive” in Paragraph 5 refers t a (n) factr. A．unfairB．indecisiveC．discuragingD．irratinal
（）47．Which wuld be the best title fr the passage?
A．The Danger f Fast ScienceB．The Battle between Quality and Quantity C．The Crisis amng Tp ScientistsD．The Principle behind Research Assessments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。
Picture this: yu’re baking ckies. As yu lift the pan ut f the ven, yur bar e arm accidentally tuches it. Ouch! Why did yu feel pain? And hw is yur brain invlved in sensing pain? We may nt like pain, but ur bdies need it as a warning system. 48
There are special receptr cells in ur skin and bdies that are sensitive t certain stimuli (刺激). These cells are called “nciceptrs”. When a nciceptr gets expsed t a painful stimulus, it sends a message int the brain. The brain prcesses that infrmatin, and then pain is felt. 49 Think abut a time when yu’ve stubbed yur te. There desn’t seem t be a delay between hitting yur te and then feeling pain: it feels like it happens at the same time.
50 If we have an injury, pain alerts us t rest and let the injury heal. If we stand t clse t a fire, pain tells us t mve away. Nt being able t feel pain can be dangerus. Sme peple can feel sensatins like tuch, but they cannt feel pain. Withut feeling pain, they cannt listen t their bdies when they need t rest r heal.
On the ther hand, the brain smetimes prcesses pain where there isn’t any actual injury t the bdy. Here’s a famus stry: a man stepped n a nail. It went thrugh the bttm f his she, and he felt like he was in hrrible pain. When the dctrs remved his she, they fund that the nail was between his tes! It hadn’t gne int his ft at all. 51 S his brain perceived pain t match the experience.
Withut pain, we might nt knw when we culd need t rest. We might nt knw if we were in danger f hurting urselves. 52 Hwever, it is an imprtant part f human life and survival!
A．Pain is nt fun t feel.
B．Pain is a respnse t a stimulus.
C．Our brains use sensry infrmatin t interpret the pain that we feel. D．Even thugh pain is an unpleasant feeling, it is necessary fr human survival.
E．All f this signal sending and prcessing happens faster than we can perceive.
F．It is an imprtant functin f ur brain, telling ur bdies when smething is wrng. G．Hwever, the visual infrmatin tricked his brain int thinking that there was cause fr alarm.第四部分：书面表达（共两节，25 分）
第一节（共 4 小题；第 53、54、55 题各 2 分，第 56 题 4 分，共 10 分）
阅读下面的短文，根据题目要求用英文回答问题。
Marva Cllins’ jurney as a teacher began in the 1960s, when she was assigned t teach at a public schl in Chicag. At the time, the schl was trubled by lw academic standards and misbehavir f the students. Despite these challenges. Cllins was determined t help thse students labeled as “difficult” r “at-risk”. Believing that every student had the ptential t learn and succeed, she set ut t create a classrm envirnment that wuld fster a lve f learning, a sense f discipline, and a belief in neself.
Cllin s first established a rigrus academic curriculum that wuld challenge her students t reach their full ptential. She taught her students traditinal subjects and als emphasized critical thinking, prblem slving, and creativity. Her teaching methds were highly effective, and students sn began t shw remarkable prgress.
But Cllins’ greatest achievement was the funding f the Westside Pre p Schl, which she started in 1975．The schl prvided a safe and nurturing envirnment where students culd thrive academically and scially and therefre it was cnsidered as the “have n fr learning”.
At the Prep Schl. Cllin s stressed the imprtance f discipline and hard wrk. She expected her students t arrive n time, in unifrm, and ready t learn, and she installed in them a sense f respnsibility and accuntability. Cllin s als emphasized the imprtance f building relatinships between teachers and students. She believed that strng relatinships were the fundatin f effective teaching, are she encuraged her teachers t persnalize their instructin based n the students’ individual differences.
Under her leadership, the Pre p Schl became knwn fr its high academic standards and its ability t help struggling students. Many f the schl’s graduates went n t attend tp clleges and universities, and sme went n t becme leaders in their fields.
Cllins’ impact n educatin was recgnized by educatrs arund the wrld. Tday, her legacy lives n. Her emphasis n discipline, hard wrk, and relatinships cntinues t be a mdel fr effective teaching, and her belief in the ptential f every student cntinues t inspire educatrs t make a difference in the lives f the at-risk students.
What challenges did Cllins face as a new teacher?
Why was the Pre p Schl cnsidered the “haven fr learning”?
Please decide which part is false in the fllwing statement, then underline it and explain why.
T achieve effective teaching, Cllins encuraged her teachers t build strng relatinships with the students and teach them as a whle.
Which ne f Cllin’s teaching beliefs impresses yu mst? Why? (In abut 40 wrds)
第二节（15 分）
假设你是红星中学高二学生李华。2024 年世界机器人大会（Wrld Rbt Cnference）将于八月在北京举行，组委会正在招募英文志愿讲解员，你对此很感兴趣。请你用英文写一封申请信，内容包括：
申请理由；
自身优势。
注意：1．词数 100 左右；
2．开头和结尾已给出，不计入总词数。 Dear Sir/Madam,
（请务必将作文写在答题卡指定区域内）
Yurs, Li Hua
相关试卷
北京市海淀区2023-2024学年高二下学期期末英语试卷（附参考答案）： 这是一份北京市海淀区2023-2024学年高二下学期期末英语试卷（附参考答案），共10页。
北京市海淀区2023-2024学年高二下学期期末英语试卷： 这是一份北京市海淀区2023-2024学年高二下学期期末英语试卷，共4页。
北京市海淀区2023-2024学年高二下学期期末考试英语： 这是一份北京市海淀区2023-2024学年高二下学期期末考试英语，文件包含北京市海淀区2023-2024学年高二下学期期末英语试卷无答案docx、北京市海淀区2023-2024学年高二下学期期末英语试卷docx等2份试卷配套教学资源，其中试卷共11页， 欢迎下载使用。
