2024北京朝阳区高三下学期4月一模试题英语PDF版含答案（可编辑）

这是一份2024北京朝阳区高三下学期4月一模试题英语PDF版含答案（可编辑），共10页。试卷主要包含了 4，5分，共15分）， A等内容，欢迎下载使用。

2024. 4
（考试时间90分钟 !满分100分）
本试卷共10 页。考生务必在答题卡指定区域作答，在试卷上作答无效。
第一部分知识运用（共两节，30分）
第一节 （共10小题；每小题1.5分，共15分）
阅读下面短文，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，并 在答题卡上将该项涂黑。
It was hard nt t ntice an 8-year-ld kid strming in and ut f his wn huse. “He desn’t have a father,” said his neighbr, William Dunn. “I can prbably d smething fr him.”
That smething was fishing, a 1 Dunn’s father had shared with him. “It brught me peace and taught me hw t be patient,” he said. He then tk the kid fishing every weekend. Gradually he tk grups f kids ut t fish. Mst didn’t have father figures. “They’d been thrugh a lt, and their lives were 2 ,” said Dunn. “But when they were fishing, all f that disappeared. On the bat, they’d be laughing and making new friends. They just 3 the mment.”
4 by this scene, Dunn started the nnprfit Take a Kid Fishing. He and the vlunteers have intrduced 2,500 kids—mst withut fathers 5 —t the calming peace fund n the water and the excitement f catching a fish.
Just as imprtant as the fishing are the 6 Dunn frms with thse kids. When they have a rugh time, Dunn will talk with them, emphasizing self-respect and mental 7 . One f the kids, Bella Smith, said she wuld frget abut the past while fishing and cncentrate n smething psitive. “Fishing is learning,” she said. “I’ve learned I 8 a better life than what I had. Whenever I feel dwn, I knw it’s time t g fishing.”
Dunn’s father passed away this year, s fishing has 9 new meaning fr him. “I have a strnger liking fr it because nw I’m fatherless t. There’s nthing like feeling that first pull n the line and seeing a kid light up with a smile,” said Dunn. “I feel 10 t witness that every weekend.”
1. A. caseB. passin C. dutyD. gal
2. A. difficultB. dramaticC. adventurusD. bring
3. A. rememberedB. regrettedC. recrdedD. appreciated
4. A. EntertainedB. ShckedC. InspiredD. Cnfused
5. A. nearbyB. arundC. aheadD. thrughut
6. A. identitiesB. agreementsC. relatinshipsD. pinins
7. A. tughnessB. dependenceC. sharpnessD. defense
8. A. requireB. deserveC. leadD. secure
9. A. left behindB. turned intC. carried utD. taken n
10. A. curiusB. nervusC. luckyD. hesitant
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。请在答题卡指定区域作答。
A
Zha Chuang is a science artist wrking in Beijing, 11 jb bridges science and art by painting and sculpturing ancient extinct species. Zha reprduces each element described in papers n the histry f life in an artistic way, and the 12 (blank) in scientific research are filled by his lgic and imaginatin. His painting f a prehistric flying animal became the cver f imprtant scientific jurnal Nature in 2006, a highlight in his career 13 a science artist.
B
Harbin, 14 (knw) fr its ice and snw festivals, became very ppular last winter. An increasing number f turists rushed t the “Ice City f China” t experience the best f ice and snw culture. Besides the frsty delights, the city still has much mre 15 (ffer) all year arund, including its traditinal Eurpean-style architecture, unique cuisine and cultural events. The city’s individual attractins make 16 a must-see spt n matter the weather.
C
The Terractta Army (兵马俑) was fund in 1974 near Xi’an. It is frmed f mre than 8,000 sculptures, which 17 (bury) alngside the emperr Qin Shi Huang mre than 2,200 years ag. Nw, researchers have recreated the shes f ne sldier and analysis f them 18 (suggest) that shes wrn by the terractta sculptures were surprisingly flexible and slip resistant. If the recreated shes 19 (true) reflect the real nes, they can help build a better picture f 20 Qin dynasty sldiers wre and hw this might have aided them in battles.
第二部分阅读理解（共两节，38分）
第一节（共14 小题；每小题2 分，共28 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，并在答题卡上将该项涂黑。
A
Yu’ve raced t the supermarket nly t realise yu’ve left the shpping list hme. Yu need t memrise which grceries t pick up befre yu frget. Thankfully, there’s a memry aid that’s perfect fr the jb: the peg-wrd methd.
What is the peg-wrd methd?
It emplys a set f pre-determined wrds, regarded as peg wrds, fr the t-be-remembered infrmatin. Peg wrds act as a structure t help yu remember particular items. Essentially, yu’re hanging infrmatin yu need t recall n these pegs, which allws it t be recalled quickly and easily.
Initially, t use this methd, yu will have t remember the peg wrds as well as the numbers:
The next step is t create assciatins between the infrmatin yu need t remember and the item linked with the crrespnding number. If the first item, fr instance, is milk, then yu need t visualise the milk and a bun (小圆面包) tgether. The mre unusual yu can make yur image, the mre likely yu are t remember it. In this case, yu culd imagine a bun drinking a glass f milk.
Why is it useful?
As the case shws, it is mst useful when it cmes t remembering lists and yu can recall the listed items easily in rder. Anther way t use this memry aid is t memrise imprtant numbers, like phne numbers r dates. Fr instance, yu need t remember that William Shakespeare was brn in the year 1564. First, change that number t bun-hive-sticks-dr. Then imagine a stry t help yu remember the series:
William Shakespeare put a bun in a beehive t cat it in hney, but he didn’t like hw sticky it became s he threw it at a dr.
The peg-wrd methd has been wildly recgnized as a helpful memry aid. Fr mre infrmatin, please visit httpsjjmemry.cm/.
21. Hw can we apply the peg-wrd methd t recall an item?
A. List ut different meanings f the item.
B. Visualise the item and memrize its image.
C. Chse the item’s peg wrd and remember it.
D. Create a visual link between the item and its peg wrd.
22. What is the best way t remember the number 347 with the peg wrds in the table?
A. A hen drinks frm a bttle f wine.
B. A lad f eggs grw like fruit n a tree.
C. A tree grws thrugh the dr t heaven.
D. An apple shts ut f a bun and hits the dr.
23. What is the purpse f this passage?
A. T intrduce a helpful memry tl.
B. T advertise a brain training prgram.
C. T highlight the imprtance f peg wrds.
D. T analyze the necessity f training memry.
B
My birth was a little mre dramatic than the standard way a baby enters the wrld. I was brn missing my left hand. Indeed, my limb (手臂) difference culd have been a disaster if it hadn’t been fr what happened next. A nurse placed me in my mther’s arms and instructed, “Yu will take her hme. Yu will lve her and treat her as nrmal.”
That is exactly what happened. I played sprts, acted in theater, excelled in schl and had playdates with friends. While I did get sme stares and “plite” questins abut my disability, I was lucky because I wasn’t made fun f fr it.
Hwever, that fact that I was different hit me hard my first day f high schl. I was 13, an age when kids are already very self-cnscius and the need t fit in is intensified. I remember ne f the ther kids n the schl bus stared just a little t lng at my left arm. I felt a sudden urge t hide my hand, s I slipped it int my pcket. I tld myself that I’d just hide it that ne day, while I was trying t make friends. But ne day f hiding turned int a week, a mnth, and years—25 f them t be exact.
When I was 38 years ld, tired f hiding and lnely, I met smene special and invited him in. The cmbinatin f me finally feeling ready t unhide and his willingness t g thrugh the unhiding prcess with me was exactly what I needed. Fr the first time in my life, I allwed smene t really hld my limb, lk at it, tuch it, lve it—lve me. I saw my limb difference as smething unique abut me, smething that shuld be shwn, nt hidden.
It was a transfrmatinal experience, and I learned t lve me t. It changed hw I lived my entire life and made me happier. I als discvered and jined the Lucky Fin Prject, an rganisatin devted t peple with all types f disabilities.
Hiding things, especially frm lved nes, is tiring and lnely, and it prevents us frm getting help and supprt. It’s time t change that.
24. What was the authr’s childhd like?
A. She had n scial interactins with friends.
B. She was raised with care and treated nrmally.
C. She faced sme challenges in schl activities.
D. She was upset abut the attentin t her difference.
25. What happened t the authr when she was 13 years ld?
A. She began t ignre her disability.
B. She suffered prejudice frm sme kids.
C. She started hiding herself away frm friends.
D. She became sensitive due t her self-awareness.
26. Hw did the authr change when she stpped hiding?
A. She started t pen up and be herself.
B. She met smene wh cured her disability.
C. She was fed up with the cmpany f thers.
D. She reduced invlvement in the disability grup.
27．What can we learn frm this passage?
A. Misfrtune is a gd teacher.
B. Disability is nt a barrier t success.
C. Self-acceptance can lead t self-lve.
D. Nthing beats the feeling f being lved.
C
The streets and rfs f cities all absrb heat, making sme urban areas htter than rural nes. These “urban heat islands” can als develp undergrund as city heat spreads dwnward, and subway tracks and ther subsurface infrastructure (基础设施) als cnstantly radiate warmth int the surrunding earth.
A new study f dwntwn Chicag shws undergrund htspts may threaten the very same structures that give ff the heat in the first place. “Withut anyne realizing it, the city f Chicag’s dwntwn was defrming,” says study authr Rtta Lria, an envirnmental engineer.
Humans aren’t the nly ptentially affected. “Fr a lt f things in the subsurface, it’s kind f ‘ut f sight, ut f mind,’” says Grant Fergusn, a gelgist. But the undergrund wrld is full f creatures that have adapted t subsurface existence such as insects and snails. As the temperature rises because f climate change and undergrund urban develpment, scientists are keeping eyes n the ptential implicatins fr undergrund ecsystems.
But the questin f hw undergrund htspts culd affect infrastructure has gne largely unstudied. Because materials expand and cntract with temperature change, Rtta suspected that heat cming frm undergrund culd be cntributing t wear and tear n varius structures. T understand hw undergrund temperature difference has affected the grund’s physical prperties, he used a cmputer mdel t simulate (模拟) the undergrund envirnment frm the 1950s t nw—and then t 2050. He fund that by the middle f this century, sme areas may lift upward by as much as 0.50 inch r settle by as much as 0.32 inch, depending n the sil makeup f the area invlved. Thugh these may sund like small displacements, Rtta says they culd cause cracks in the fundatins f sme buildings, causing buildings t fall.
Kathrin Menberg, a gescientist in Germany, says these displacement predictins are far beynd her guesses and culd be linked t the sft, clay-heavy sils. “Clay material is particularly sensitive,” she says, “It wuld be a big issue in all cities wrldwide that are built n such material.”
Like climate change abve the surface, undergrund changes ccur gradually. “These effects tk decades t develp,” Fergusn says, adding that increased undergrund temperatures wuld likewise take a lng time t dissipate n their wn. “We culd basically turn everything ff, and it’s ging t remain there, the temperature signal, fr quite a while.”
But Fergusn says this wasted heat energy culd als be reused, presenting an pprtunity t bth cl the subsurface and save n energy csts. Still, this assumptin culd fail as abvegrund climate change cntinues t bst undergrund warming. Hwever slwly, this heat will gather beneath ur feet. “It’s like climate change,” Rtta Lria says. “Maybe we dn’t see it always, but it’s happening.”
28. The authr qutes Rtta Lria in Paragraph 2 mainly t ______.
A. make a predictin B. highlight a finding
C. draw a cnclusin D. raise an assumptin
29. What can we learn frm this passage?
A. “Urban heat islands” extend undergrund t spare ecsystems.
B. Surface climate change cntributes t the reuse f undergrund heat.
C. Undergrund temperatures mirrr the grund’s physical characteristics.
D. Buildings may cllapse as a ptential cnsequence f undergrund heat.
30. What des the underlined wrd “dissipate” in Paragraph 6 prbably mean?
A. Shw. B. Stay. C. Develp. D. Disappear.
31. What des the authr intend t tell us?
A. Undergrund climate change is a silent danger.
B. Humans fail t ntice the dramatic climate change.
C. Cling the subsurface helps cntrl urban heat rises.
D. Researching undergrund heat helps save n energy csts.
D
Have we reached the peak f the culture war? Lking at my scial media feeds, it seems that plarised thinking and misinfrmatin have never been mre cmmn. Hw am I suppsed t feel when users I nce admired nw draw n questinable evidence t supprt their beliefs?
Perhaps it is time fr us all t adpt a little “existential humility”. I came acrss this idea in a paper by Jeffrey Greenat Virginia frm Cmmn Wealth University and his clleagues. They build n a decade f research examining the benefits f “intellectual humility” mre generally—ur ability t recgnise the errrs in ur judgement and remain aware f the limits f ur knwledge.
Yu can get a flavur f this research by rating yur agreement with the fllwing statements, ranging frm 1 (nt at all like me) t 5 (very like me): I questin my wn pinins because they culd be wrng; I recgnise the value in pinins that are different frm my wn; in the face f cnflicting evidence, I am pen t changing my pinins.
Peple wh scre highly n this assessment are less likely t frm knee-jerk reactins n a tpic, and they find it easier t cnsider the strengths r weaknesses f a lgical argument. They are less likely t be influenced by misinfrmatin, since they tend t read the article in full, investigate the surces f a news stry and cmpare its reprting t ther statements, befre cming t a strng cnclusin abut its truth.
Develping “intellectual humility” wuld be an excellent idea in all fields, but certain situatins may make it particularly difficult t achieve. Greenat pints ut that sme beliefs are s central t ur identity that any challenge can activate an existential crisis, as if ur whle wrld view and meaning in life are under threat. As a result, we becme mre insistent in ur pinins and seek any way t prtect them. This may reduce sme f ur feelings f uncertainty, but it cmes at the cst f mre analytical thinking.
Fr these reasns, Greenat defines “existential humility” as the capacity t entertain the thught f anther wrld view withut becming s defensive and clsed-minded. S hw culd we achieve it? This will be the subject f future research, but the emtin f awe (a feeling f great respect and admiratin) may ffer ne pssibility. One study fund that watching awe-inspiring vides abut space and the universe led t humbler thinking, including a greater capacity t admit weaknesses.
Perhaps we culd all benefit frm interrupting ur despair with awe-inspiring cntent. At the very least, we can try t questin ur precnceptins befre ffering ur views n scial media and be a little less ready t criticize when thers disagree.
32. Regarding the culture war n scial media, the authr is ______.
A. embarrassed B. cncerned C. panicked D. stressed
33. What can be inferred frm the passage?
A. Existential humility reduces the threat t identity.
B. Peple with intellectual humility tend t jump t cnclusins.
C. Awe culd prmte existential humility by encuraging mdest thinking.
D. The higher yu scre n the assessment, the mre yu stick t yur values.
34. Which wuld be the best title fr the passage?
A. Overcme an Existential Crisis B. Shw a Little Humility
C. The Path t Screening Infrmatin D. The Apprach t Achieving Humility
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，并在答题卡上将该项涂黑。选项中有两项为多余选项。
In mst adults, learning and thinking begin t decline as early as age 30. Peple start t perfrm slightly wrse in tests f cgnitive abilities such as the rate at which smene des a mental task. 35
These changes are ften cnsidered nrmal aging. But they may instead represent smething mre like the “summer slide” that sme schlchildren experience in academic prgress during summer break. Recent research suggests that a pause f learning is indeed a prblem causing cgnitive reductin. 36
In a three-mnth interventin, the researchers prvided an encuraging learning envirnment fr 24 lder adults. They tk at least three classes t learn three new skills. They als discussed issues related t learning barriers and mtivatin. Over the curse these participants’ cgnitive scres fr memry and flexibility significantly imprved. In a fllw-up study, the researchers discvered amazingly that they had imprved further: 37 In ther wrds, giving these senirs a multicurse rutine seemed t bring up their abilities t levels similar t thse f cllege students.
The researchers are still investigating why cgnitive scres cntinued t climb after the prgram’s end, but ne pssibility is that the experience encuraged these lder participants t cntinue learning and practicing new skills. Older adults are ften assumed t be n a dwnward slide with unrecverable lss. “Use it r lse it,” the saying ges. 38 Decline, as we s ften see it, may nt be certain. That’s why we need t create enriched learning envirnments fr adults after their frmal educatin and jb training end.
39 Educatrs knw hw t educate children and adlescents, and we can adapt that knwledge t develp learning pprtunities fr adults. Scieties culd als prvide resurces and paths tward lifelng learning t ensure that everyne can benefit. Let’s shift the cnversatin abut adults frm aviding lss and decline t learning and grwing.
A. But this decline can be addressed.
B. The slide becmes sharper in their mid-60s.
C. Interrupted learning may nt nly affect children.
D. The questin nw is hw sciety can maximize adult’s chances t keep learning.
E. Their cgnitive abilities after ne year were clse t thse f adults 50 years yunger.
F. Older adult research tends t emphasize skill learning nly after daily functins start t decline.
G. Hwever, the research suggests they can increase bth skills and cgnitive abilities ver a lng term.
第三部分书面表达（共两节，32分）
第一节（共4 小题；第40、41 题各2 分，第42 题3 分，第43 题5 分，共12 分）
阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。
Gestures refer t the cmmunicatin where visible bdily actins are used t cmmunicate imprtant messages. They include mvement f hands, face, r ther parts f the bdy. Gestures benefit ur lives a lt. Take language learning.
In sme languages, certain syllables (音节) within wrds are prnunced with markedly mre weight than thers, called lexical stress. Languages such as English cmmnly feature lexical stress. Fr example, the wrd “accent” invlves mre emphasis n the first syllable, “ac”, than the secnd, “cent”. Native speakers f Chinese, hwever, dn’t use lexical stress and therefre find it difficult t learn languages that feature it.
Making any hand gesture culd help learners recgnize lexical stress, which has been prved by Xing Tian’s team. They selected 124 native Chinese speakers, wh watched vides f peple perfrming hand mvements that were synced (同步的) t recrdings f the same English wrds. In additin, they als fund when mre prnunced gestures matched the stressed syllable, the participants were particularly gd at identifying it.
The research invlved several experiments, which makes it difficult t cmbine the results. Nevertheless, Tian estimates that the use f gestures helped identify lexical stress between 10 and 15 percent mre accurately cmpared with n gestures at all, and hw much help depends n the nature f gestures.
A fllw-up study cnducted by anther team expsed the same Chinese speakers t Russian wrds and gt similar results. “Our findings highlight the functinal rle f gestures in enhancing speech learning, suggesting practical strategies fr language teaching and learning,” the researchers write in their paper.
The benefits f gestures extend far beynd teaching and learning. Since gestures are deeply integrated int ur daily lives, they deserve mre f ur attentin.
40. What d gestures mean?
41. What did Xing Tian’s team find in their study?
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
Ø Gestures help learn lexical stress, but the degree t which they help depends n the cmplexity f the lexical stress.
43. Besides what is mentined in the passage, hw d gestures benefit yu in yur life? (In abut 40 wrds)
第二节（20分）
假如你是红星中学高三学生李华。在第16 个全国防灾减灾日到来之际，你们学校开展了一次以“安全进校园”为主题的教育活动。你校国际部交换生Jim 对此很感兴趣，发来邮件询问。 请你用英文给他回复，内容包括：
1. 活动目的；
2. 活动安排。
注意：1.词数100左右
2．开头和结尾已给出，不计入总词数
提示词：全国防灾减灾日—Natinal Disaster Preventin and Reductin Day
Dear Jim, __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
Yurs,
Li Hua
参考答案
第一部分知识运用（共两节，30分）
第一节（共10小题；每小题1.5分，共15分）
1. B 2. A 3. D 4. C 5. B
6. C 7. A 8. B 9. D 10. C
第二节（共10小题；每小题1.5分，共15分）
11. whse 12. blanks 13. as 14. knwn
15. t ffer 16. it 17. were buried 18. suggests 19. truly 20. what
第二部分阅读理解（共两节38分）
第一节（共14小题；每小题2分，共28分）
21. D 22. C 23. A 24. B 25. D 26. A 27. C 28. B 29. D 30. D 31. A 32. B 33. C 34. B
第二节（共5小题；每小题2分，共10分）
35. B 36. A 37. E 38. G 39. D
第三部分（共两节，32分）
第一节 （共4小题；第40、41题各2分，第42题3分，第43题5分，共12分）
40. Gestures refer t the cmmunicatin where visible bdily actins are used t cmmunicate imprtant messages.
41. Any hand gesture culd help learners recgnize lexical stress. Besides, when mre prnunced gestures matched the stressed syllable, the participants were particularly gd at identifying it.
42. Gestures help learn lexical stress, but the degree t which they help depends n the cmplexity f the lexical stress.
Gestures help learn lexical stress, but hw much help depends n the nature f gestures.
43.
1) Gestures make it easy fr me t cnvey feelings and better cnnect with thers. Fr example, when I want t express excitement, waving my hands r ndding vigrusly can help me cmmunicate the emtin effectively. That als allws me t build strnger relatinships with thers.
2) Gestures can make my cmmunicatin mre effective. I can pint t indicate directin r size s that I can make my message clearer. It is als easy fr thers t understand what I mean by strengthening the assciatins between wrds and cncepts.
第二节（20分） Pssible versin : Dear Jim,
Hw is everything ging? Knwing that yu are interested in the “Safety Educatin int Campus” event, I am glad t share it with yu.
In respnse t the 16th Natinal Disaster Preventin and Reductin Day, ur schl rganized activities t raise ur awareness f self-prtectin in the face f emergencies. First, an expert frm a prfessinal rescue team delivered a lecture n hw t react when disasters strike us, such as fires and earthquakes, equipping us with basics f evacuatin. Besides, we made brchures cncerning the practical tips n dealing with disasters and handed them ut n campus t further spread the safety knwledge amng students.
I have prepared an English brchure fr yu. Hpe it will help.
Yurs,
Li Hua
ne = bun tw = she three = tree fur = dr five = hive
six = sticks seven = heaven eight = gate nine = vine ten = hen