北京市西城区育才学校2023-2024学年高一下学期期中考试英语试卷（Word版附解析）

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期中考试试卷
（总分：150分，考试时间：120分钟）
本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。
第Ⅰ卷
Ⅰ. 听力理解 （共三节，30分）
第一节：（共5小题；每小题1.5分，共7.5分）
听下面5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。每段对话你将听一遍。
1. When will the meeting start?
A. At 4:10. B. At 4:00. C. At 3:30.
2. What is the man ding?
A. Making an appintment. B. Asking fr help. C. Offering advice.
3. Where des this dialgue prbably take place?
A. In the ffice. B. At the bank. C. At the airprt.
4. What is the wman prbably ging t d n Sunday?
A. D her wrk. B. Watch a mvie. C. Attend a party.
5. Why des the man cme back t the theater?
A. T lk fr smething. B. T buy a ticket. C. T see a play.
第二节（共10小题，每小题1.5分，共15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6段材料，回答第6至7题。
6. What is the man’s prblem?
A. He has caught the flu. B. He has truble sleeping. C. He has gt a stmachache.
7. What des the wman advise the man t d?
A. Eat mre fresh fruits.
B. Have enugh water and rest.
C. Take the medicine nce a day.
听第7段材料，回答第8至9题。
8. What is the wman?
A. A cllege student. B. A secretary. C. An assistant.
9. Why des the man think the wman is the right persn fr the jb?
A. She can wrk full time.
B. She is the first ne t apply.
C. She has similar wrk experience.
听第8段材料，回答第10至12题。
10. What is the dialgue mainly abut?
A. A park. B. A pster. C. An activity.
11. What is every member required t wear?
A. White shes and black trusers.
B. A white T-shirt and brwn shes.
C. A brwn T-shirt and black trusers.
12. What is the prbable relatinship between the tw speakers?
A. Teacher and student. B. Mther and sn. C. Classmates.
听第9段材料，回答第13至15题。
13. What is the weather like in Nrth China tday?
A. B. C.
14. What will the temperature be in Beijing tmrrw?
A. -1℃. B. 2℃. C. 6℃.
15. What is the speaker’s suggestin t the travelers in the sutheast?
A. G skiing. B. Take warm clthes. C. Cnfirm the flight.
第三节（共5小题；每小题1.5分，共7.5分）
听下面一段对话，完成第16至20五道小题，每小题仅填写一个词。听对话前，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。这段对话你将听两遍。请将答案写在答题卡上。
Ⅱ. 完形填空（共20小题，每小题1.5分，共30分）
It was my first year teaching in a special needs class, and I wasn’t sure what t expect at ur yearly Special Olympics sprts meeting. My ___1___ had sme challenges, frm learning disabilities t cerebral palsy（大脑性麻痹）.
Mark was ne with the latter. Restricted t a ___2___, he had t fight his spasms （抽筋） just t cntrl his mvements. ___3___, he always had a psitive attitude and greeted everyne with a huge smile.
His classmates ___4___ him and always tk the time t make sure he was included in grup activities, especially Mike, Andy and Lucas, three bys wh were gd at ___5___ Obviusly, Mark wanted t be like them, unrestricted by the limitatin f his ___6___ and watching them mving n the playing field seemed t fill him with ___7___
When the day came, Mike, Andy and Lucas ___8___ well in their sprts events, and gave the nrmally calm audience smething t cheer abut. Mark sat in his wheelchair n the sidelines, ___9___ them n.
The final event f the day was the 400 meter race. ___10___ was invited t either walk r run, accrding t their ability, arund the ___11___ length f the track.
When Mike, Andy and Lucas reached the finish line, they ___12___ and turned t lk behind them. At the ___13___ f the crwd, determined nt t be left behind, was Mark. All his classmates had ___14___ him. He was alne n the track with ver half the distance left t ___15___
Mike, Andy and Lucas lked at each ther, and a silent ___16___ passed between them. Slwly, they jgged ___17___ twards their friend, cheering him n ___18___ he had dne fr them mments befre.
The prgress was ___19___, but in the end the three star runners and Mark crssed the finish line tgether t the enthusiastic cries f their teachers and classmates. Seeing the lk n Mark’s face as he crssed the finish line, hands upraised and laughing, I came t understand what ___20___ the Special Olympics, and the determined athletes wh cmpete, s extrardinary.
Years later, I’m still cheering them n.
1. A. partnersB. friendsC. studentsD. classmates
2. A. bedB. machineC. wheelchairD. desk
3. A. SB. HweverC. OtherwiseD. Therefre
4. A. prtectedB. satisfiedC. respectedD. lved
5. A. sprtsB. practiceC. studiesD. expressin
6. A. interestsB. bdyC. habitsD. mind
7. A. wnderB. trustC. stressD. reset
8. A. trainedB. playedC. peratedD. prepared
9. A. bringingB. hldingC. cheeringD. mving
10. A. SmeneB. NbdyC. AnybdyD. Everyne
11. A. entireB. differentC. averageD. equal
12. A. fellB. pausedC. rushedD. rested
13. A. centerB. frntC. endD. tp
14. A. leftB. ignredC. passedD. helped
15. A. cntinueB. jgC. walkD. cver
16. A. demandB. thughtC. actinD. relief
17. A. backB. alngC. againD. n
18. A. whileB. althughC. sinceD. as
19. A. bringB. greatC. slwD. relaxing
20. A. leavesB. findsC. keepsD. makes
Ⅲ. 阅读理解（共40分）
第一节：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
TEEN ZONE
ANNOUNCEMENTS
At the Newtn Public Library
REGISTER FOR A SUMMER OF STORIES
Sign up and receive yur reading lg at the Circulatin Desk. Recrd bks yu read ver the summer and have a parent sign next t each title. The tp five readers will receive prizes such as gift cards, magazine subscriptins, and mvie tickets.
TEEN ZONE RESOURCES
Lk t the Teen Zne’s “Ready Reference” cmer fr all the help yu need t lcate infrmatin n the Internet. Ms. Frye, the librarian, will share tips n keywrd searches t find interesting infrmatin abut certain bks. Yu must have a signed parent permissin slip befre using the cmputers. Access is limited t 30 minutes and is n a first-cme, first-served basis.
EVENTS
Petry Sessin Mnday, June 16 6:00-8:00 P.M.
Teen pets can be literary celebrities fr a night by reading their riginal wrk at this special event. Friends and family members are encuraged t attend and shw their supprt. A few riginal pems may be selected fr publicatin in the next library newsletter. Fd and drinks will be prvided
Learn Origami Wednesday, June 4 3:00-4:00 P.M.
This class prvides bks and instructin in the ancient Japanese art f flding clurful squares f paper int shapes, such as birds, insects, r flwers.
Ec Crafts with Jasleen Wednesday, June 11 3:00-4:00 P.M.
Make earth-friendly crafts frm recyclable materials. With guidance frm a talented teacher and bks, yu will make new creatins frm everyday items. Start recycling tday, and bring items t share with the grup.
Magazine and Bk Art Wednesday, June 18 3:00-4:00 P.M.
The library needs t beautify the walls f the Teen Zne. We will be transfrming artwrk frm ld bks and magazines int unique masterpieces t frame and hang n the walls. Put yur creative spin n sme phtgraphs, and help ensure that the Teen Zne remains the highlight f the library.
Nte: Registratin is required fr all the events. Register at the Circulatin Desk r by calling 1-800-290-5992. Space is limited, s reserve yur spt sn!
21. T search fr infrmatin nline frm TEEN ZONE RESOURCES, yu have t .
A. ask Ms. Frye fr the passwrdB. register at the Circulatin Desk
C. get permissin frm yur parentD. bring yur bks and reading lg
22. If yu are interested in making different shapes with paper, yu can cme t .
A. Petry SessinB. Learn Origami
C. Ec Crafts with JasleenD. Magazine and Bk Art
23. Teen Zne is a place where yu can .
A. watch mviesB. meet many wrld-famus pets
C. exchange artwrksD. have new experience with bks
B
Fr sme peple, music is n fun at all. Abut fur percent f the ppulatin is what scientists call “amusic”. Peple wh are amusic are brn withut the ability t recgnize r reprduce musical ntes. Amusic peple ften cannt tell the difference between tw sngs. Amusics can nly hear the difference between tw ntes if they are far apart n the musical scale.
As a result, sngs sund like nise t an amusic. Many amusics cmpare the sund f music t pieces f metal hitting each ther. Life can be hard fr amusics. Their ability t enjy music sets them apart frm thers. It can be difficult fr ther peple t identify with their cnditin. In fact, mst peple cannt begin t grasp what it feels like t be amusic. Just ging t a restaurant r a shpping mall can be uncmfrtable r even painful. That is why many amusics intentinally stay away frm places where there is music. Hwever, this can result in withdrawal and scial islatin. “I used t hate parties,” says Margaret, a seventy-year-ld wman wh nly recently discvered that she was amusic. By studying peple like Margaret, scientists are finally learning hw t identify this unusual cnditin.
Scientists say that the brains f amusics are different frm the brains f peple wh can appreciate music. The difference is cmplex, and it desn’t invlve defective hearing. Amusics can understand ther nnmusical sunds well. They als have n prblems understanding rdinary speech. Scientists cmpare amusics t peple wh just can’t see certain clrs.
Many amusics are happy when their cnditin is finally diagnsed (诊断). Fr years, Margaret felt embarrassed abut her prblem with music. Nw she knws that she is nt alne. There is a name fr her cnditin. That makes it easier fr her t explain. “When peple invite me t a cncert I just say, ‘N, thanks. I’m amusic,’” says Margaret. “I just wish I had learned t say that when I was seventeen and nt seventy.”
24. Which f the fllwing is true f amusics?
A. They can easily tell tw different sngs apart.
B. Their situatin is well understd by musicians.
C. Listening t music is far frm enjyable fr them.
D. They lve places where they are likely t hear music.
25. Accrding t paragraph 3, a persn with “defective hearing” is prbably ne wh ______.
A. has a hearing prblemB. can hear anything nnmusical
C. dislikes listening t speechesD. lacks a cmplex hearing system
26. In the last paragraph, Margaret expressed her wish that ______.
A. she were able t meet ther amusicsB. her prblem culd be easily explained
C. she were seventeen years ld rather than seventyD. her prblem with music had been diagnsed earlier
27. What is the passage mainly cncerned with?
A. Identificatin and treatment f amusics.B. Sme peple’s inability t enjy music.
C. Amusics’ strange behaviur.D. Musical talent and brain structure.
C
Reward methds are an everyday ccurrence in ur classrms. Mre than ever, a great number f incentive(激励) prgrams have been created t help teachers manage behavir, and mtivate learners. Hwever, there is evidence that in the lng run, reward systems dn’t wrk.
Many peple believe that rewards can help students develp a reasn t d better. Hwever, this apprach fails t address why children are unable t be successful in the first place. When a student wh dislikes math frequently behaves badly in class, a simple and easy way t deal with the behavir might be t ffer him a reward fr nt misbehaving. Yet this wuld d nthing t slve his real prblem—which is his attitude twards math.
On the ther hand, rewards can’t last frever. S what happens when they stp? Many experiments suggest nce the rewards stp, peple g back t behaving as they did befre.
Sme peple might cunter that. It may be true that students wn’t psitively wrk nce we stp rewarding them, but at least they will have wrked mre than they therwise wuld have! Unfrtunately, there is anther mre surprising cnsequence f rewards that we need t cnsider: Rather than create mtivatin, they can actually decrease mtivatin.
In a classic study, sme kindergarteners wh enjyed drawing with markers were bserved in a classrm with different activities available. They were brken int tw grups. Everyne in the first grup was tld that he r she culd win an attractive certificate by drawing a picture with markers. Each was eager t get the certificate and drew a picture. Children in the secnd grup were als encuraged t draw but didn’t get a certificate. After a delay f abut tw weeks, when the markers again appeared in the classrm but n certificate was prmised, the children in the first grup used the markers abut half as much as children in the secnd grup. Apparently, rewards actually made them enjy drawing less.
What we really want is fr students t take respnsibility fr their wn learning. When much f the fcus is n perfrmance utcme, it can stp the develpment f self-mtivatin. The ‘self-determinatin thery’ claims all human beings will succeed when ur basic, inbrn, and emtinal needs are met. By prviding apprpriate supprt and pprtunities, we can help t meet the needs f all students and therefre increase their mtivatin.
28. The authr mainly argues that ________.
A. students shuld be respnsible fr their learning
B. incentive prgrams help t slve real prblems
C. mtivatin plays an imprtant rle in learning
D. reward methds fr students are ineffective
29. The underlined wrd “cunter” in Paragraph 4 prbably means ________.
A. suspect
B. ppse
C detail
D. cnfirm
30. In Paragraph 5, the authr uses the example t shw that ________.
A. rewards keep interest
B. children enjy awards
C. children are changeable
D. rewards reduce mtivatin
31. The authr persuades readers t accept his argument mainly by ________.
A. questining the results f classic studies
B. cmparing strengths with weaknesses
C. pinting ut the prblems with reward systems
D. giving examples f badly-behaved students
D
In the face f the tensins and pressures we all face every single day, a sense f humr can be helpful. The ability t laugh is very imprtant t ur fullest develpment and t ur “mental health”. And if we can laugh at urselves, we’re even further alng the rad t self-fulfillment. Cnsider the fllwing example.
Grdn is hping t becme a prfessinal singer. He has a gd vice, and has perfrmed in public many times. But he’s very sensitive abut his abilities. Fr instance, if his vice cach suggests he practice a particular sng a few mre times until he gets it right, Grdn falls apart, abslutely certain that the cach is implying that he isn’t any gd and he has n future in music.
He mentined his sensitivity in his paper fr a psychlgy class. The psychlgy prfessr called him in utwardly t talk abut the paper, but hping t give the by a chance t pen up abut the prblem. The teacher rarely tld her students what they ught t d, but she felt Grdn shuld knw that such extreme sensitivity wuld make it difficult fr him in the entertainment field, where stage persnnel, and fellw perfrmers ften are very hard n new talent. She asked Grdn if he felt he had made necessary preparatins t fllw thrugh in such a cmpetitive and difficult business.
Grdn gt angry with the teacher, pinting a brave finger at her, and tld her she was “dead wrng” abut him. Further, Grdn asked what she culd pssibly knw abut music and the pressures f the prfessin. The teacher std up and turned Grdn arund, right in the middle f a sentence, asking him t cntinue, but t watch himself in the mirrr n the back f the ffice dr as he talked. Grdn tried t g n, pinting and gesticulating, but suddenly he saw his expressin in the mirrr, then when he turned t face the psychlgist, he nticed a smile beginning t frm n the teacher’s face. At the very tp f his “utburst,” Grdn burst ut laughing. He stpped his aggressive talk and asked the teacher if he lked that ridiculus all the time.
Seeing himself “bjectively” made Grdn realize that hw ridiculus it was t take himself s seriusly. In ur everyday life, the ability t catch urselves being s serius, bearing all the burdens f the wrld, and trying t save the human race helps us relieve sme built-up tensin thrugh laughter.
Laughter is a necessary part f mental health. Laughter is ne f the ways in which we relax and recreate the selfhd. The things we find in humr may vary, but the experiences f humr, pleasure, and enjyment are extremely imprtant and must be fstered.
32. Frm the first tw paragraphs, we can learn that Grdn ________.
A. has brken up with his cach
B. has failed t be a prfessinal singer
C. keeps practicing and hpes fr the best
D. feels very sensitive t ther peple’s cmments
33. Why did the psychlgist talk with Grdn?
A. T discuss his paper with him.
B. T help him realize his prblem.
C. T pint ut his rude behavirs.
D. T ffer advice n reducing pressure.
34 Hw des the authr supprt his ideas?
A. By ffering analyses.
B. By prviding research results.
C. By giving an example.
D. By stating an argument.
35. What is mainly discussed in the passage?
A. Means f laughter.B. Benefits f humr.
C. The cause f sensitivity.D. The imprtance f health.
阅读理解第二节：7选5 （共10分，每题2分）
When we were children, we were taught the simplest lessns t be able t build gd relatinships with thers. ____36____Hwever, the questin is: what makes a gd relatinship?
Be willing t share
Once yu are in a gd relatinship, yu are nt just thinking abut yurself. Yu learn t share what yu have. ____37____Yu shuld als share yur thughts, yur ideas, yur dreams and even yur frustratins.
Learn t care
Peple in a gd relatinship are kind t each ther. They make effrts t shw hw they value each thers' space. They bth take the time t knw what matters t the ther and als give time t try ut each thers' interests. ___38___.
Learn t play fair
_____39_____Each ne is allwed t mve freely as an individual Hwever, each actin is dne with cnsideratin f the ther ne's feelings. N ne is abve the ther.
_____40_____
A healthy unin is bund by cperatin. The peple invlved wrk as a team t achieve ne gal. Each ne helps and supprts the ther t succeed in their individual endeavrs. They appreciate each ther and they grw tgether and as individuals as well.
A. Learn t cperate
B. learn t wrk hard twards yur gal
C. A gd relatinship is a tw-way traffic.
D This des nt just include material things.
E. Everyne knws that the relatinship they have wn't slay strng
F. Having gd relatinships will make yu never have t live yur life alne.
G. Mst f all, they care enugh t listen t each ther and d nice things fr each ther.
第Ⅱ卷
Ⅰ. 选词填空（共12小题，每小题2分，共24分）
用方框中短语的适当形式完成下列句子，每个词组只能用一次。
41. The firefighters are still trying ______.
42. The man wrks very hard t ______ higher wages.
43. She understands French ______ English.
44. There were many beautiful dresses. Finally, she ______ a blue dress.
45. Martin Luther King ______ ne f American heres tday.
46. I enjyed studying English, s I decided ______ languages at cllege.
47. ______ dinner, yu can have all vegetables yu want.
48 Sme art lvers ______ the schl drama club next week.
49. A caterpillar (毛毛虫) ______ a butterfly every spring.
50. I ______ ne f my ld friends in the supermarket the ther day.
51. When the fld came, the htel ______ water and the guest had t be rescued by bat.
52. I’m busy, s I have n time ______ regular exercises.
Ⅱ. 语法填空（共11小题，每小题1分，共11分）
在未给提示词的空白处填写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。
53. The mre I think abut it, the ________ (bad) I feel. (所给词的适当形式填空)
54. S far, we ______（see）a fall in huse prices by between 5 and 10 percent. (所给词的适当形式填空)
55. He has 20 bks, nly tw f ________ are interesting. (用适当的词填空)
56. Abut three years ag, smething terrible ______（happen）t me. (所给词的适当形式填空)
57. He was vted the mst ______ (prmise) newcmer fr his part in the mvie. (所给词的适当形式填空)
58. My parents tld me t finish my hmewrk ______（independent）. (所给词的适当形式填空)
59. The restaurant is a perfect place ________ we can hld a birthday party fr him. （用适当的词填空）
60. I will never frget the days ______I spent travelling with my grandparents. (用适当的词填空)
61. He met a wman with ______ he had very little in cmmn. (用适当的词填空)
62. Lk ut! Dn’t get t clse t the huse____________rf is under repair. （用适当的词填空）
63. The naughty by made a hle in the wall thrugh ______ he culd see what is happening utside. (用适当的词填空)
Ⅲ. 写作（15分）
64. 假设你是李华。你的英国朋友Jim在给你的邮件中提到他对中国历史很感兴趣，并请你介绍一位你喜欢的中国历史人物。请你给Jim回信，内容包括：
1、该人物是谁；
2、该人物的主要贡献；
3、该人物对你的影响。
注意： 1. 词数不少于100；
2. 开头和结尾已给出，不计入总词数。
Dear Jim,
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
__________________________________________________________________________
Yurs
Lihua
Rm Renting
Preference
A ne-bedrm 16
Facilities（设施）
A 17 and a stve
Distance t City University
A ten-minute 18
Rent
$200a 19
Day t visit
20
put ut fires; apart frm; be regarded as; pick ut; cme acrss; engage in;
try ut fr; transfrm int; majr in; as fr; surrund by; fight fr;