宁夏回族自治区石嘴山市第一中学2024-2025学年高一下学期6月月考英语试卷（无答案）

这是一份宁夏回族自治区石嘴山市第一中学2024-2025学年高一下学期6月月考英语试卷（无答案），共10页。试卷主要包含了 5分，满分37等内容，欢迎下载使用。
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
Malaysia is a ppular travel destinatin. Here are sme best places t visit in Malaysia 2024.
Kuala Lumpur
Kuala Lumpur is the largest city in Malaysia. Things t d in Kuala Lumpur include a trip t the wrld famus Petrnas Twers, taking a trip t the ancient Hindu temple at the Batu Caves, sampling sme f the mst amazing street fd, visiting markets and much mre.
Getting t Kuala Lumpur: Kuala Lumpur has tw majr airprts — KLIA and KLIA2. It is als well cnnected t the rest f Malaysia by bus and train.
Langkawi
Langkawi is actually an archipelag (群岛) but the main island ffers a range f different lcatins t visit and stay. Pantai Cenang is ne f the mst ppular beach destinatins and hme t Underwater Wrld.
Getting t Langkawi: The best way t get t Langkawi is t fly
Penang
There’s a multicultural mix f influences and plenty f beaches, interesting architecture and affrdable resrt style accmmdatin. It’s als ne f the best places in Malaysia t eat, ffering sme f the best cheap fd.
Penang is hme t imprtant and culturally significant temples like Lk Si Temple, as well as the histric Gerge Twn.
Getting t Penang: Yu can get t Penang by train, bus r plane.
Bukit Merah
Lcated just utside f Taiping, the twn is surrunded by a lake. The twn is hme t anther sustainable attractin, the EcPark — an enclsure hme t many native and rare animals.
Getting t Bukit Merah: The best way t get there is t drive frm Taiping. There are als buses. It’s als pssible t day trip here frm Penang.
1. What can yu d in Kuala Lumpur?
A. Tur the EcPark.
B. Visit Petrnas Twers.
C. Enjy Underwater Wrld.
D. Experience life in Gerge Twn.
2. What is the best way t Langkawi?
A. By car.B. By plane.C. By train.D. By bus.
3. Where can yu see rare animals?
A. In Penang.B. In Langkawi.
C. In Bukit Merah.D. In Kuala Lumpur.
B
In a scenic cmmunity, a man knwn as Uncle Green has redefined the cncept f waste. As a yam bean farmer, Uncle Green held a deep respect fr educatin, cming frm his wn unfulfilled academic eagerness. Nticing a lack f enthusiasm fr reading amng the yuth, he was determined t make a difference.
In 1997, he established a schlarship prgram initially funded by the lcal cmmunity, including cntributins frm ther patrns. Hwever, Uncle Green realized the need fr a sustainable apprach t supprt bth educatin and the envirnment.
His innvative slutin emerged in 2002 when he launched a schlarship fund fueled by the cmmunity’s recycling effrts. This initiative nt nly prvided financial aid t students but als actively engaged the cmmunity in a cllective envirnmental and educatinal effrt. The prgram grew rapidly, transfrming recyclables int educatinal schlarships and prmting a culture f sustainability.
Tday, the cmmunity awards schlarships annually during the Mid-Autumn Festival, benefiting students frm a wide range f educatinal backgrunds. The initiative has recycled60 tns f materials each year, fstering a spirit f vlunteerism and respnsibility.
Success stries, such as that f a dc tr al student in electrical engineering and a student attending a famus university, are a testament (证明) t the prgram’s impact. These students have nt nly achieved academically but als expressed a desire t cntribute t their cmmunity.
Over tw decades since its fundatin, Uncle Green’s visin cntinues t inspire. The Cmmunity Develpment Assciatin uphlds his legacy by awarding schlarships t an increasing number f students. The cllective effrt has cultivated (培养) a lve fr reading and a cmmitment t sustainable living amng the yuth.
Uncle Green’s stry is a pwerful example f hw individual initiative and cmmunity cperatin can lead t sustainable change. It demnstrates the harmny between traditinal values and mdern scial needs, prviding a mdel fr cmmunities wrldwide.
4. What inspired Uncle Green t start the schlarship prgram?
A. The demand f his prfessin.B. His desire t teach children.
C His deep respect fr eagerness.D. The yuths’ unwillingness t read.
5. Hw did Uncle Green’s schlarship prgram achieve sustainability?
A. Thrugh gvernment grants.B. Thrugh annual fundraisers.
C. Thrugh cmmunity recycling.D. Thrugh business partnerships.
6. Why des the authr mentin the tw students in paragraph 5?
A. T seek fr help frm the cmmunity.B. T attract mre yuths t the initiative.
C. T indicate the imprtance f schlarship.D. T shw the success f Uncle Green’s initiative.
7. What can Uncle Green’s stry tell us?
A. Unity and innvatin can create lasting change.
B. Educatin relies heavily n financial dnatins.
C. Envirnmental effrts utweigh academic pursuits.
D. Traditinal methds can slve cntemprary issues.
C
Beavers(海狸), like humans, change their surrundings t fit their needs. Knwn as nature’s engineers, they tear trees dwn t build hmes t live in and dams t raise water levels fr prtectin frm enemies. Dams als slw water’s flw while blcking sediment(沉积物)that wuld therwise flw dwnstream. The resulting wetlands ften attract wildlife diversity where nne had existed. There are challenges, thugh. Beaver dams smetimes cause flding, and mst peple prefer trees alive and upright.
Cmmunities face a delicate balancing act, learning t cexist with beavers. Last winter, many peple enjying Winstn Path became beaver fans as ne furry family transfrmed Swallw Pnd int an asis fr birds, frgs, turtles and deer.
Yet such activity caused cncern. As beavers wrked, they raised water levels abut five feet. The increased depth allws beavers t survive underwater if the pnd ices ver. But cunty fficials were cncerned abut hw higher water wuld affect the sil bank supprting Winstn Path.
T find a gd balance between prtecting the path and the beavers, the cunty intrduced a“ beaver baffle”— a pnd leveler.Beavers ften rush t fill hles in their dams.Baffles stabilize water levels by creating a hidden exit fr high water t escape thrugh the dam, unnticed by the beavers.
Peple lve the beavers but they als lve the mature trees. Recently, Catherine Jnes,18, rganized a tree-caging event — putting wire clth arund large tree trunks t discurage beavers frm biting them. It als prtects peple frm injury due t randm trees falling.“We cver the trees we dn’t want them t eat, while planting peridically thers they like,“said Jnes.“We need-t learn t give up a little f ur wants t share the Earth’s resurces.”
Swallw Pnd’s 2023 prject will restre prper water depth and imprve wildlife habitat withut creating prblems fr the path. The balancing act cntinues.
8. What is the first paragraph mainly abut?
A. Where beavers’ favrite surrundings are.
B. What effects beavers have n their habitat.
C Why beavers are called nature’s engineers.
D. Hw beavers help attract wildlife diversity.
9. Why did the beaver family’s activity cause cncern?
A. Swallw Pnd wuld fld ften.
B. Sediment wuld flw dwnstream.
C. The ppular path might be damaged.
D. Beavers might have t live underwater.
10. What d the underlined wrds“beaver baffle”refer t in paragraph 4?
A. A blck t keep beavers away.B. A tl t fix hles in the dams.
C. A device t maintain water level.D. A material t prtect the sil bank.
11. What is the theme f Swallw Pnd’s 2023 prject?
A. Bilgical diversity.B. Harmnius cexistence.
C. Preventin f natural disasters.D. Preservatin f wildlife habitat.
D
Many peple have wndered why children believe in things like Santa Claus r the Tth Fairy, thinking that children’s minds are easily fled. Hwever, develpmental psychlgy ffers a different perspective.
A study published in Develpmental Psychlgy explres hw children react t ideas that g against what they usually think and if they check these ideas against what they expect. This way f checking, knwn as the “empirical stance,” is apparent by the time children reach elementary schl.
The study invlved nearly 200 children aged 3 t 8 frm Chinese schls. Each child was presented with five differently-sized bjects made frm painted Russian dlls. The children naturally assumed that the smallest dll was the lightest and the largest the heaviest. When asked t identify the heaviest bject, mst children chse the largest ne. An adult then either agreed with the children’s chice r made a claim that the smallest dll was the heaviest. The researchers bserved whether the children wuld change their minds r test the adult’s claim by cmparing the weights f the dlls.
Initially, children seemed t trust the adult’s wrd, with nly a small percentage insisting n their riginal belief. Hwever, when given the pprtunity t explre the dlls, elementary schl children wh had received the surprising claim systematically tested it by cmparing the smallest and largest dlls. This explratin allwed them t generate evidence that culd deny the adult’s claim.
These findings suggest that while children are willing t trust an adult’s surprising claims, their acceptance is temprary. By elementary schl, they systematically test such claims by seeking new evidence, which they then use t update their beliefs.
The study’s implicatins extend beynd childhd Mst adults accept cmplex cncepts, such as the existence f electrns, based n the testimny(证词)f thers rather than persnal experience.
S while children may learn abut the magic f Santa Claus frm adults, adults might similarly have smething t learn frm elementary schl children: mst f us wuld d well t adpt an empirical stance mre ften than we currently d.
12. What is Paragraph 3 mainly abut?
A. The theretical basis f the study.B. The cnclusin f the study.
C. The significance f the study.D. The methdlgy f the study.
13. Which child’s respnse matches the empirical stance?
A. Taylr believes what the teacher, says n matter what.
B. Emma assumes the watermeln is sweet and then tastes it.
C. Jrdan thinks the earth is flat because his father says s.
D. Maya suspects there are mnsters living in trees as the stry says.
14. What lessn culd adults learn frm children?
A. Learning frm their wn experience.B. Never trusting anyne.
C. Declining cmplex cncepts.D. Cunting n thers’ testimny.
15. What is the main purpse f the text?
A. T highlight adults’ rle in children’s educatin and grwth.
B. T clarify a misunderstanding abut children’s learning ability.
C. T advcate fr a mre empirical apprach acrss all ages.
D. T guide adults t help children avid wrng ideas abut the wrld.
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。
Shen Teng and Ma Li’s Memrable Sketches in the Spring Festival Gala
Shen Teng and Ma Li, renwned Chinese cmedy stars, have lng added charm t the Spring Festival Gala with their excellent sketches. These wrks nt nly bring laughter during the Chinese New Year but als cnvey deep-seated scial messages.
“Help r Nt” is ne f their mst famus sketches. Shen Teng plays a kind-hearted yung man wh helps an elderly wman wh has fallen. Hwever, the wman wrngly suspects him. ____16____ Thrugh their acting, Shen Teng and Ma Li explre the mral dilemma f helping thers in mdern sciety. The sketch resnated with the audience, sparking discussins abut mral values.
In “Seat-Occupying”, Shen Teng, Ma Li, and ther actrs shw the fierce cmpetitin amng parents fr the best seats in their children’s classrms. The parents’ cmical effrts t get gd seats drive the stry.
____17____ Each parent has unique traits, creating funny and relatable scenes. This sketch reflects n the intense educatinal pressure and ver-emphasis n external factrs in children’s educatin.
Bth sketches share cmmn features. They draw n real-life situatins. “Help r Nt” fcuses n a daily-life issue, while “Seat-Occupying” mirrrs parental cncerns abut educatin. ____18____ They als use diverse cmedic techniques like witty dialgues, exaggerated bdy language, and unexpected plt twists. ____19____
Mrever, Shen Teng and Ma Li’s perfrmances are natural and authentic. ____20____ Their n-stage chemistry and character-embdiment make the sketches mre engaging. Their wrks have becme highlights f the Spring Festival Gala and have influenced Chinese cmedy.
A. This makes the sketches highly relatable and easy fr the audience t identify with
B. The tw actrs’ cperatin is s harmnius that it seems as if they are real-life partners.
C. The parents’ cmical struggles fr the best seats drive the plt frward.
D. Their facial expressins and bdy mvements perfectly capture the essence f the characters.
E. This sketch shws the humrus side f family-schl relatinships during the New Year.
F. The stry then unflds with a series f cmical and thught-prvking dialgues.
G. As a result, the audience is cntinuusly entertained and inspired t think
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，从每题所给的A、B、C、D四个选项中选出最佳选项。
It was New Year time. We were travelling in a van (小型货车) distributing tys t the hmeless. When we ____21____ the spt, smething caught my eyes. Smething r smene was mving in the rubbish. Sn I ____22____ that it was the hme f a pr family. There were tw ____23____, bth f abut my age at the time, and a lady I suppsed t be their mther. They sat there hpelessly.
As a little girl myself I was ____24____ interested in the little girl. Hw ____25____ ur lives were. She lived fr the day, ____26____ thrugh the rubbish fr smething t fill her stmach. I n the ther hand was well lked after and never had t wrry abut ____27____. I had a gd educatin and thus a ____28____ future. I lked at the little girl. The nly ____29____ she had was the wrn-ut dress that she was wearing.
Seeing this little girl I made the decisin t give away a dll that had belnged t me fr a while. When the van came t a ______30______, I stepped ut, called the girl ver and placed the dll in her hand. At first she lked at me with ______31______ and wasn’t certain what t d, but then she smiled and I saw ______32______ in her eyes. I went back int the vehicle and we started t ______33______ ff, and that was when we realized the little girl was running ______34______. We stpped again and pened the dr. The girl had ______35______ with us. She lked directly at me and said tw simple wrds “Thank Yu”.
21. A. leftB. changedC. chseD. apprached
22. A. guaranteedB. realizedC. decidedD. accepted
23. A. bysB. childrenC. driversD. adults
24. A. stillB. lessC. especiallyD. prbably
25. A. similarB. differentC. difficultD. rdinary
26 A. searchingB. gettingC. runningD. breaking
27. A. fdB. safetyC. healthD. transprt
28. A. dubtfulB. distantC. prmisingD. freseeable
29. A. presentB. decratinC. requirementD. pssessin
30 A. statinB. stpC. streetD. signal
31. A. angerB. painC. surpriseD. disappintment
32. A. hpeB. lnelinessC. anxietyD. astnishment
33. A. walkB. getC. liftD. drive
34. A. behindB. awayC. utD. in
35. A. gt alngB. cme alngC. caught upD. turned up
第二节(共10小题;每小题15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。
A Thanksgiving Day stry in the newspaper tld f a schl teacher wh asked her class f first graders t draw a picture f smething they were thankful fr. She thught f hw little these children frm pr neighbrhd ___36___ (actual) had t be thankful fr. But she knew that mst f them wuld draw pictures f turkeys r tables full ___37___ fd. The teacher was taken back with the picture Duglas handed in — a small childishly (稚嫩的) hand! But whse hand? The class was ___38___ (puzzle) by the abstract drawing. “I think it must be the hand f Gd ___39___ brings us fd, said ne child. “A farmer,” said anther, “because he ___40___ (feed) the turkeys. ”Finally, when the thers were at wrk, the teacher bent ver at Duglas’ desk, ___41___ (ask) whse hand it was. “It’s yur hand, Teacher,” he said in a lw vice. She remembered that frequently at break she had taken Duglas, ___42___ small lnely child by the hand. She ften did that with the ___43___ (child).
But it meant s much t Duglas. Perhaps this was everyne’s Thanksgiving, nt fr the material things ___44___ (give) t us but fr the chance t give t thers in ___45___ (what) small way.
第四部分 写作(共两节，满分40分)
第一节(满分15分)
46. 假设你是光明中学的学生李华，在感恩节即将到来之际，你校将举办一场主题为“感恩”的英语演讲比赛，请你以“感恩”为主题写一篇演讲稿，要点如下：
1.你最感激的人是谁；
2.为什么感激他/她；
3.如何感恩。
注意：1.词数 100 左右;
2.首句已为你写好。
Hell, bys and girls,
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Thank yu fr yur listening.
第二节(满分25分)
47. 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。
On a sunny Friday mrning, Mr. Stne, the Grade 4 head teacher, walked int the classrm with a new student fllwing him. She was a lively girl frm Mexic, and her red mushrm hair cut immediately drew everyne’s eyes. With a welcming smile, Mr. Stne gestured fr her t sit beside Mike, a student knwn fr teasing thers.
During break time, Mike culdn’t help but laugh when he caught sight f his new deskmate. Sara’s distinctive hairstyle seemed like an pen invitatin fr him t make fun f her. Leaning in twards Sara, he playfully suggested, “Hey, Sara. Ever thught abut changing yur name t Dra? Yu lk just like Dra the Explrer!” His wrds caused laughter and cheers frm the thers in the classrm.
Sara’s eyes filled with tears, her cheeks turning red with embarrassment. Feeling hurt and upset, she std up suddenly, rushing t the teacher’s ffice t seek supprt frm Mr. Stne. After hearing her stry, Mr. Stne ffered her gentle cmfrt, saying, “Sara, yur hairstyle is truly pretty. Remember, everyne has their wn sense f beauty.”
Mr. Stne then directed his attentin t Mike, expressing his disappintment and urging Mike t aplgize t Sara. “Mike,” he cntinued, “yur actins were unkind. We must treat everyne with empathy(同情). Laughing at Sara’s hair has deeply hurt her.”
This cnflict was temprarily settled, but Mr. Stne fund himself lst in thught. Reflecting n his wn childhd, Mr. Stne recalled hw he had been teased fr being verweight. The pain caused by hurtful wrds was like wrinkles n a crumpled(压皱的)ball f paper. Even if yu smthed them ut, the wrinkles stayed.
He wanted t teach an imprtant lessn t Mike, the trublemaker. Then, a unique strategy came t mind. He cntacted Mike’s mther, explaining the situatin and discussing a plan with her t develp empathy in her sn. They agreed that ver the weekend, Mike’s mther wuld arrange fr Mike t have his hair cut extremely shrt.
注意：
1.续写词数应为150左右;
2.请按如下格式在答题卡的相应位置作答。
On Mnday mrning, Mike unwillingly apprached the classrm.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
At that mment, Mr. Stne walked int the classrm with a ball f paper.
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