北京市第四中学2024-2025学年高三上学期期中英语试题(无答案)

这是一份北京市第四中学2024-2025学年高三上学期期中英语试题(无答案)，共8页。试卷主要包含了5分，共15分）， A等内容，欢迎下载使用。
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，并在答题纸上将该项涂黑。
An Unexpected Gift
Twelve-year-ld Mathew Flres is different frm ther kids. He lves junk mail, and these advertisements were the nly reading materials 1 t him. Once he asked his mailman it he culd ffer him sme.
The questin 2 the mailman. He asked the by the reasn, and then recrded his 3 in his Facebk. "Tday while delivering mail, I saw a by reading ads, and he asked me fr extra mail. Actually he wants t g t the library, but his family is very pr and can't 4 the bus."
The mailman then asked his Facebk friends if they culd 5 sme bks fr the by. He wrte, “Mst kids want electrnic prducts! But what he wants is bks. It's great t see his rare 6 , and yu may have seen him smile when I said I culd help him!” “He is cunting n me,” he cncluded. “S I am cunting n yu!”
The mailman thught the Facebk pst might 7 50 t 60 bks. But his 8 was passed n quickly, Peple frm arund the wrld, including the UK, Australia and India, have sent bks. Hundreds f bks have been delivered t the by's dr, with hundreds mre 9 n their way.
When bks first started arriving, Flres was shcked by what happened. “I thught they were 10 ,but they indeed were fr me." He says that he can't wait t share the bks with ther kids, and has prmised t read every ne.
1. A. naturalB. availableC. cmmnD. familiar
2. A. frightenedB disappintedC. surprisedD. amused
3. A. respnseB. effrtC. decisinD. cmment
4. A. wnB. takeC. shareD. affrd
5. A. adjustB. examineC. spareD. publish
6. A. desireB. effectC. purpseD. value
7. A. give awayB. bring inC. take nD. put up
8. A. beliefB. spiritC. secretD. request
9. A. nlyB. nearlyC. stillD. thus
10.A. mistakenB. helplessC. unusualD. awkward
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
The Internatinal Wrkers' Day, als 11 (call)Labr Day r May Day, serves as a celebratin f wrkers acrss the whle scial spectrum（范围）.Chinese peple celebrate their hliday with a range f activities. It's a time 12 relaxatin, as wrkers enjy a day ff. This year's hliday lasted frm May 1 t May 5, during which time many peple chse 13 (travel) t scenic spts, g shpping, visit exhibitins, r just enjy their time ff wrk with family and friends. Parks and public attractins acrss the cuntry were filled with visitrs eager t enjy their vacatin.
B
In Misklc, a nrtheastern city in Hungary, Fan Liyun-has witnessed 14 a cup f tea makes a difference in cultural exchanges. Fan,59 15 (wrk) at the Cnfucius Institute f the University f Misklc as a Chinese teacher currently. She bserves that the institute is seeing mre students wh are curius abut the institute's curses this spring semester. “We usually held activities t attract students befre new semesters. But it seems it's n lnger necessary as we almst 16 (finish)enrllment befre this semester staried, said Fan, wh was knwn as Kristi by her students. “I think nw the number f students 17 (study) in ur institute has at least dubled, cmpared t when I first arrived here in 2019.”
C
The crisis f fd waste and 18 (lse) has reached alarming levels glbally, gradually weakening effrts t eliminate hunger, pverty and envirnmental pllutin, said the United Natins Envirnment Prgram (UNEP) in a new reprt launched Wednesday. The UNEP Fd Waste Index Reprt 2024 the secnd editin f this kind, 19 (launch) in Nairbi, the Kenyan capital, ahead f the Internatinal Day f Zer Waste which falls n Saturday. The wrld wasted 1.05 billin tns f fd in 2022,equivalent t 132 kilgrams per persn and ne-fifth f all fd available t cnsumers, said the reprt 20 was c-authred by UNEP and WRAP, a British envirnmental charity.
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
There are many ways t get invlved and vlunteer at the Natinal Museum f American Histry. Becming a Museum Ambassadr is ne f them. T learn mre abut this vlunteer prgram, please see the descriptins belw.
Museum Ambassadrs at the American Histry Museum are a mbile surce f infrmatin that helps bridge the gap between tw ther vlunteer grups here at the museum-Infrmatin desk specialists， wh prvide rientatin（方向）assistance when guests arrive， and vlunteer dcents（讲师），wh prvide Highlights turs，facilitate hands-n demnstratins and circulate thrugh many f ur exhibitins t interact with visitrs. Each year, ur Museum Ambassadrs help ver 100,000 peple get the mst ut f their visits by welcming grups, circulating thrughut the museum's public znes t answer basic questins, and directing visitrs t prgrams and exhibitins f interest. The museum has als emplyed the Museum Ambassadrs t assist with special prjects and events as needed.
T learn mre abut what Museum Ambassadrs d, check ut what Larry has said, “As Museum Ambassadrs, we get t share in the curisity f a child, the nstalgia（怀旧）f returning visitrs， the treasure hunt f students assigned t find imprtant histrical bjects, and the amazement f thse experiencing ur eye n the natin's histry fr the first time. We can help recmmend a meaningful museum visit jus fr yu. There's mre. We're als traffic cps when elevatrs and escalatrs break and extra eyes fr museum security.”
If yu enjy...
·interacting with diverse audiences, age grups and learning styles.
·wrking in an ften busy and changing envirnment.
If yu have...
·strng interpersnal and cmmunicatin skills.
·an interest in histry and cmmunicatin.
If yu can...
·cmmit t three shifts a mnth (weekday Ambassadrs) r twice a mnth (weekend Ambassadrs). (The museum is pen 364 days a year, including weekends and hlidays.)
·handle frequent walking, standing, and talking.
T Apply
T learn mre infrmatin abut the applicatin prcess, please cntact Ruth Shirley.
NOTE: Acceptance int the prgram is subject t successful cmpletin f an interview and backgrund investigatin.
21.Which ne is the respnsibility f Muscum Ambassadrs?.
A 1 receive visitrs at the entrance.B. T take full charge f museum security.
C. T direct visitrs t their exhibitins f interest.D. T help visitrs with hands-n demnstratins.
22. A qualified Museum Ambassadr shuld .
A. enjy cmmunicating with pepleB. speak at least tw freign languages
C. have academic backgrund in histryD. cmmit t wrking three shias at weekends
23. The authr wraes this passage mainly t .
A. intrduce lunteer prgrams fr teenagersB. prvide special turs t meet different needs
C invite peple t visit the American Histry MuseumD. attract ptential applicants t be Museum Ambassadrs
B
“N." Mama Lil said it plain and simple. “I ain't never heard f n girls t be ding that. Bebe, yu need t be getting yurself a real summer jb, smething civilized."
I'd been living with Mama Lil since I was six, when my wn mama and daddy were killed in an apartment building fire. Lillian Jhns was my mm's mther. Everybdy n ur street called her Mama Lil and that was what I called her t. I had been butting heads with her ever since I culd remember. And the lder I gt, the mre at dds we were and the mre-cnflicts we experienced:
Fr weeks， I'd been asking Mama Lil t let me jin the yuth renvatin（修缮）team. It was a grup f kids wh had been chsen by city fficials t wrk with engineers t help repair the Brklyn Bridge. The prject wuld last the summer and pay gd mney. It wuld help me get t cllege, where I wanted t study engineering.
But fr Mama Lil, the thing that made her the mst stubbrn this time, was exactly my dream f becming an engineer. In sme respects, Mama Lil was right. It was true that there weren't many black wmen engineers. But I wanted t build bridges mre than anything.
“Let me g, Mama Lil,” I begged sftly.
Mama Lil sat as still as a statue. “Mama Lil, I said carefully, “if yu dn't sign the bridge prject permissin frm, I will sign it myself. Nbdy will knw the difference."
The next mrning, Mama Lil's eyes lked red-tired. “I'm ging t the bridge,"I said firmly. “I knw, Bebe,” she said. Frm her husedress pket, she tk ut a pen and signed the frm. “Bebe, that bridge is lucky t have yu,” she said.
I hugged Mama Lil gd and hard, smiling big, right at her.
···
Ahead, in the distance, std the Brklyn Bridge. This was the best spt t see the bridge. I'd cme t this crner and studied the bridge a millin times. And n every ne f thse times, I was taken with what I'd cme t call Brklyn Belle.
At night, Belle was dressed in tiny light. On a cludless night like this ne, she was a sight like n ther in the whle city. Jeweled in light. Beautiful.
I had drawn Belle in the high-nn light, at sunset, n snwy days, and n fggy twilight mrnings... I was prud f my drawings, but with each page they shwed a sad truth abut Belle: She needed repair. That bridge renvatin prject needed me; and I needed it, in mre ways than I culd cunt.
24. Mama Lil refused t sign the permissin frm mainly because .
A. she had becme stubbrn in her ld ageB. she wuldn't allw Bebe t have a summer jb
C. she thught the bridge prject was t dangerusD. she didn't supprt Bebe's desire t be an engineer
25.What can we learn frm the stry?
A. Bebe lst her parents in the bridge prject.
B Bebe liked t draw the bridge n winter mrnings.
C Bebe and Mama Lil ften gt int arguments with each ther.
D Bebe called her grandma Mama Lil because she was her mm's mther.
26. By mentining the name “Brklyn Belle”, the authr intends t help readers
A. recall the histry f the bridgeB. appreciate the bridge's beauty
C. ignre the damage t the bridgeD. imagine the bridge's future lk
27.Which f the fllwing culd be the theme f this stry?
A. Dreams knw n clr r gender.B Elders always make the best decisins.
C. Cnflict usually reslves itselt in the end.D. Pride wins ut but makes things mre difficult.
C
When served cauliflwer r brccli, sme kids turn away in annyance. Dn't blame them-a new study suggests specific enzymes（酶）in saliva（唾液）might make these vegetables taste terrible t sme children.
These enzymes, called cysteine lyases, are prduced by bacteria in the muth.
The same enzymes are als lcked away in the cells f Brassica vegetables like brccli and cauliflwer. When we chew breeli, these enzymes spill ut f their strage cntainers while thse in ur muth start t wrk.
These enzymes break dwn a cmpund （化合物） called S-methyl-L-cysteine sulfxide (SMCSO) in these vegetables, and this breakdwn prcess transfrms the cmprnd int sharp smell mlecules（分子）. Previus studies f adults suggest the level f cysteine lyase activity in a persn's saliva determines hw much the SMCSO breaks dwn. This, in turn, influences hw these vegetables taste t adults.
Accrding t these past studies, when different adults cnsume brccli, there can be a huge difference in hw many unpleasant smells the fd lets ff as their saliva-brne enzymes break it t bits. But the authrs wndered whether the same difference can be seen in kids, wh are usually mre sensitive t bitter and sur tastes. They suspected that kids whse saliva prduced the mst smelly, SMCSO-surced cmpunds wuld shw the strngest dislike fr brccli.
And the team's new study prved their assumptin. While bth adults' and kids' saliva prduced smelly cmpunds when expsed t cauliflwer, these smells did nt influence whether adults liked the vegetable/On the ther hand, kids whse saiva prduced high cncentratins f these smells reprted hating cauliflwer the mst.
The new study included 98 pairs f parents and children aged 6 t 8. After taking samples f each participant's saliva, the scientists mixed it int raw cauliflwer pwder. They measured the SMCSO-surced smell cmpunds let ff and fund each participant's saliva generated a different quantity f smells.
Interestingly, the degree f sickly smell prductin was similar between parents' saliva and their children's. This indicates that parents and kids likely carry similar bacteria in their muths, which wuld cause them t prduce similar levels f cysteine lyases.
Our senses f taste and smell are strngest in yuth, which may make kids even mre sensitive t these differences in flavr. The same preference pattern is nt seen in adults, wh als prduce plenty f bad smells. This suggests that the adults came t tlerate the taste f Brassica vegetables /The findings agree with past studies f hw ur tastes change ver time: we can learn t vercme ur distaste fr certain fd by eating it mre.
28.What are the first tw paragraphs mainly abut?
A. The funcugn f muth bacteria.B. The cause f an unpleasant flavr.
C. The feature f Brassica vegetables.D. The frm f enzymes in ur ruth.
29. What d previus studies indicate?
A. SMCSO-breakdwn depends n vants enzymes.
B. Enzymes determite the taste f Brassica vegetables,
C. Individuals release varying amunts f smell mlecules.
D. Kids prducing the mst smells hate-brtcli particularly.
30. What can we cnclude frm the passage?
A. We might accept sme fds thrugh repeated expsure.
B. The level f smells may affect an adult's taste preference.
C. Parents' and their kids' saliva-brne enzymes dn't match
D. Kids' saliva culd prduce fugher cncentratins f smells.
D
Cnsider these facts: The tennis champin Williams sisters are a generatin apart, accrding t the Pew Researeh Center. Venus, brn in 1980, is labelled “Gen X”; Serena, brn in 1981, is a "millennial". Meanwhile, Dnald Trump and Michelle Obama bth belng t the same generatin. The frmer was brn in 1946 while the latter was brn in 1964, making them bth “baby bmers".
Befre yu push these diverse persnaliries int generatinal steretypes（刻板印象），let me stp yu there: Just dn't. Generatin Labels, althugh widely adpted by the public, have-n basis in scial reality. In fact, in ne recent survey, mst peple did nt identify the crrect generatin fr temselves, even when they were shwn a list f ptins.
This is nt surprising since the labels are frced by survey researchers, jurnalists r marketing firms befre the identities they are suppsed t describe even exist. Instead f asking peple which grup they identify with and why, they just declare the labels and start making prnuncements abut them. That's nt hw scial identity wrks.
The practice f naming "generatins” based n birth year ges back at least t the suppsed “lst-generatin" f the late 19th century. But as the traditin slid int a never-ending cmpetitin t be the first t prpse the next name that sticks, it has prduced gradually declining returns t scial science and the public understanding.
The suppsed bundaries between generatins are n mre meaningful than the names they've been given. There is n research identifying the apprpriate bundaries between generatins, and there is n statistical basis fr requiring the sweeping character traits（特征）that are believed t define them. In ne article yu might read that millennials are "liberal lins", "dwnwardly mbile” ,and “distrustful ";even thugh they als “get alng well with their parents, respect their elders and wrk well with clleagues”.
Ridiculus. clearly. But what's the harm? Aren't these labels just a bit f fun fr writers? A methd t attract readers and a way f cmmunicating generatinal change, which n ne wuld deny is a real phenmenn? We, in academic scial science, study and teach scial change, but we dn't study and teach these labels because they simply aren't real. And in scial science, reality still matters
Wrse than irrelevant, such baseless labels drive peple tward steretyping and thughtless character judgment. Measuring and describing scial change is essential, and it can be useful t analyze the histrical perid in which peple were brn and raised, but drawing randm Hnes between birth years and assigning names t them desn't help.
Tday there are lts f gd alternatives t label generatins. We can simply describe peple by the decade in which they were brn and define generatinal grups specifically related t a particular issue-such as 2020 schl kids. With the arrival f “Generatin Z”, there has never been a better time t get ff this train.
31. What d the facts listed in Paragraph I imply?
A. Different peple have different pinins abut generatin labels.
B. Peple with the same generatin label may nt be f similar age.
C. Generatinal change can be measured by generatin labels.
D. Generatin labels are widely adpted by celebrities.
32. The underlined wrd "sticks" in Paragraph4 prbably means .
A. is understdB. is analyzedC. is describedD. is accepted
33. Accrding t the passage, the authr may agree that .
A. the generatin label is a harmless device writers use t reflect reality
B. generatin bundaries are mre meaningful than generatin labels
C. assigning character traits t a certain generatin is misguided
D. jurnalists shuld tind alternative ways t judge character
34. Which f the fllwing wuld be the best title fr the passage?
A. Generatin labels: It's high time t retire them
B. Generatin labels: The nging debate will never end
C. Generatin labels: What d they say abut wh we are?
D. Generatin labels: Expand r bridge generatinal differences?
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。
Is there a link between scial media and depressin? D scial media have a negative impact. n yur mental health? It's cmplicated.
In a recent study, the investigatrs cmpared scial media use and depressin between teens. 35 Specifically, fr every hur per day that ne teen spent n scial media mre than her peers, she likely had a 0.64-pint higher depressin scre.
A different study published in 2018 identified five distinct types f scial media users. The finding was that "prblematic scial media use” was ne f the main themes fr peple whse mental health was affected by scial media. Yu can have alchl in yur life withut it being a prblem, r yur alchl use may becme prblematic. 36
There's ne imprtant thing t remember abut survey research-because tw things happen tgether, it's nt necessarily true that ne causes the ther. Fr all we knw, it culd be that peple wh are already mre depressed chse t spend mre time n scial media.
38 If yu think that we shuldn't paint scial media with ne brad brush, yu're n the right track On the ne hand, participants ften described scial media as a valuable way t cpe with stress. On the ther hand, cyberbullying via scial media was als a cmmn experience fr participants. Sme als said that cnstantly checking their wn scial media prfile was stressful.
It's certainly pssible that experiences like cyberbullying, cmparing yurself t idealized images, and cnstantly mnitring yur prfile, are bad fr yur md. It's als true fr many that scial media ffer cmmunity supprt and psitive messages. Given the incnclusive research, it's safe t say that at least we shuldn't write ff scial media altgether. 39Anyway, yu cannt use it as a crutch fr cping with ther stressrs and mental health prblems.
A. It's the same with scial media.
B. Scial media can be a duble-edged swrd.
C. Peple get mre pininated abut the ptential prblems f scial media.
D. They fund that thse wh used scial media mre had higher depressin scres.
E. They reviewed all existing research and fund that there were bth benefits and drawbacks.
F. The key t benefiting frm scial media may lie in using it in mderatin and staying scially cnnected.
G. Fr example, just because higher scial media use c-ccurs with higher levels f depressin desn't mean scial media use causes depressin.
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。
What makes sme peple incapable f aplgizing even when they're clearly in the wrng?
Peple wh cannt aplgize ften have deep feelings f lw self-wrth. When their delicate eg （自我） cannt absrb the blw f admitting they were wrng， their defense mechanisms kick in-they may place blame and even argue abut basic facts t prevent the threat f having t lwer themselves by ffering an aplgy.
Unfrtunately, many f us mistakenly interpret these peple's defensiveness as a sign f psychlgical strength. That's because utwardly they appear t be tugh individuals wh refuse t back dwn. But this desn't shw that they're strng-it shws that they're weak.
Admitting that we're wrng is emtinally uncmfrtable and painful t ur sense f self. In rder t take respnsibility and aplgize, ur self-wrth needs t be strng enugh t absrb that discmfrt. Indeed, if ur self-wrth is higher and mre stable, we can tlerate the temprary discmfrt that such an admissin invlves-withut the walls arund ur eg falling dwn.
But if ur self-wrth is seemingly high but actually breakable, that discmfrt can g thrugh ur defensive walls and scre a direct hit t ur eg. Indeed, the mre fixed ne's defense mechanisms are, the mre delicate the eg they're prtecting.
The mistake we ften make when faced with smene wh's habitually incapable f aplgizing t becme angry and try t win ur argument with them. But the sad reality is that we can never win. In these situatins, the best we can d is make ur pints as calmly and as cnvincingly as we can and then disengage frm the argument when it becmes unprductive-like when they disagree with the facts, cme up with silly excuses r turn t mean remarks.
40. Why can't sme peple aplgize?
41. What d many peple mistakenly think f a nn-aplgizer's defensiveness?
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
When yu are trying t win an argument with a nn-aplgizer, the best way is t express yur anger and make yur pint as calmly and cnvincingly as pssible.
43. In additin t what is mentined in the passage, what else can yu d if yur friend refuses t aplgize t yu? (In abut 40 wrds)
第二节（20分）
假设你是红星中学高三学生李华。你校英国交换生 Jim 打算寒假出京旅游，发来邮件请你推荐一座中国历史文化名城。请你给他回复邮件，内容包括：
1．你的推荐；
2．推荐理由。
注意：1．词数100左右；
2．开头和结尾已给出，不计入总词数。
Dear Jim,

Yurs,
L Hua