2020届北京市交大附中高三下英语周测试题

2020 届北京市交大附中高三下英语周测试题 试卷共 9 页，共 120 分。考试时长 100 分钟。 考生务必将答案写在答题卡上，在试卷上作答无效。考试结束后，将答题卡上传给任课教师。 第一部分 知识运用 (共两节，45 分) 第一节 阅读下列短文，根据短文内容填空。 (共 10 小题；每小题 1.5 分，共 15 分) 在未给提示词的空白处仅填写 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。 A There is no doubt that e-commerce is growing. However, physical stores would not die as a result of the rise of e-commerce, at least not in the near future. “To see, touch, feel and try out items” is the top reason 1 consumers choose to shop in physical stores. Another major benefit for physical stores 2 (be) the ability for customers to receive the product 3 (immediate). Until e-commerce can find a less expensive solution for same-day or 1-day delivery, in-store shopping will continue to win on this point. B Two 12-year-old boys, rowed out a boat to search for a football. Once they rowed beyond the calm waters, a beach umbrella 4 (tie) to the boat caught the wind and pulled the boat into open water. The boys tried to row back to shore, 5 they were no match for the wind. The boat was out of control. Luckily, Tim, the safeguard on the beach, 6 (hear) some shouting. He took off his clothes and jumped into the water. C Wu Cheng’en, the novelist and poet of the Ming Dynasty, 7 (acknowledge) as the author of Xiyouji(Journey to the West). Wu received a traditional Confucian education and was appointed a resident scholar at the imperial university in Nanjing in 1544. From 1546 to 1552 Wu lived in Beijing, 8 he was a member of a small literary circle and became known 9 his cleverness in the composition of poetry and prose in the classical style. He later traveled extensively before 10 (settle) back in Huai’an in 1570. Throughout his life he displayed a marked interest in bizarre stories, such as the set of oral and written folktales that formed the basis of Xiyouji. 第二节 完形填空 (共 20 小题；每小题 1.5 分，共 30 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。 The Write Feeling Growing up in a military family, I moved a lot. I mostly went to __11__ with other kids whose parents were also in the military. But when my dad __12__ from the Marines after twenty years of service, I found myself __13__ a civilian school with twelve-year-olds who shared no similar life experience with me. I was a stranger in a strange land. Everyone in my class had grown up together, and they had no room to __14__ for a newcomer. I wore different clothes, had different thoughts, and spoke with an accent. I __15__ for the first few weeks of school. I had no friends, no activities, and no __16__ of a bright future. To deal with it all, I began __17__ in my diary every day---stories of adventure, of old friends, of feelings that I could not speak. I wrote as if my life depended on it, as if the very next breath I took could not happen __18__ I wrote down words. One day, my teacher, Mrs. Bush, came to me and asked why I always sat there writing instead of playing with others. I told her I enjoyed writing and __19__ writing to playing. She smiled at me and walked away. About three weeks later, Mrs. Bush gave us a writing assignment. I was __20__ that I could now participate in something I knew I excelled in. That night I worked and worked on the essay. I wrote with great __21__. It was my one chance to feel important and __22__ by the class. A few days after we handed in our assignments, Mrs. Bush called me up to the __23__ of the classroom. I stood before thirty pairs of eyes looking at me, and I got __24__. Was I in trouble? Did I do something wrong? Then Mrs. Bush told the class how much she __25__ all the work that went into the essay and everyone had done a great job. But, she said, one student stood __26__ as an excellent writer, one with imagination, creativity, and word mastery. That student was me! The class clapped politely and Mrs. Bush handed me my paper, with the following __27__ on it: "Malinda, you are an excellent writer. You fill your paper with the breathings of your heart. Please keep on writing and share your __28__ of writing with the world. I am proud of you and glad you are in my class." Mrs. Bush helped me feel a sense of __29__, a place of purpose, and a way to survive a transition in life. She helped me gain __30__ in myself that stayed with me beyond sixth grade. 11. A. church B. school C. war D. work 12. A. separated B. withdrew C. quit D. retired 13. A. visiting B. attending C. running D. leaving 14. A. build B. preserve C. take D. spare 15. A. struggled B. played C. fought D. exercised 16. A. memory B. control C. promise D. need 17. A. reading B. drawing C. writing D. copying 18. A. unless B. once C. while D. after 19. A. compared B. applied C. turned D. preferred 20. A. astonished B. satisfied C. excited D. embarrassed 21. A. anxiety B. curiosity C. wonder D. passion 22. A. impressed B. accepted C. challenged D. envied 23. A. front B. corner C. door D. outside 24. A. annoyed B. disappointed C. worried D. surprised 25. A. appreciated B. expected C. recognized D. enjoyed 26. A. out B. up C. by D. off 27. A. descriptions B. remarks C. suggestions D. accounts 28. A. advantage B. purpose C. gift D. idea 29. A. responsibility B. belonging C. devotion D. relief 30. A. interest B. imagination C. creativity D. confidence 第二部分 阅读理解（共两节，40 分） 第一节（共 20 小题；每小题 2 分，共 40 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 Flying Ever since I was old enough to dream, I have imagined myself soaring with the eagles. My love of flying has shaped the way I live and the person I have become. Two years ago, that passion rocketed to new heights when I had the opportunity to visit Embry Riddle Aeronautical University in Arizona. For a whole week I lived in a college dorm, roomed with a total stranger and---best of all---I flew! My group took part in activities ranging from learning about the history of aviation (航空) to flying in state-of-the-art pilot training simulators (模拟装置). At least once a day, I devoted myself to learning one of the world’s best training aircrafts, the Cessna 182. Not only did I receive thorough ground instruction, but I also got to fly. In total, I flew five hours to receive my private pilot’s license. In that one joyous and oh-so-short week, my passion for aviation grew even stronger. Now, whenever I see a plane flying overhead, I feel a sense of pride thinking I’ve done that. During my time in and above the Arizona desert, I learned not only about the mechanics and techniques of aviation, but also about myself and how I see the world. As I floated in that seemingly endless sea of air, I became aware of the variety and complexity of the humanity below. On the ribbons of roadways, each tiny car carried people with hopes and dreams. I wondered if any of those people had ever wished to fly like an eagle. Then I realized that each must have his or her own dreams and ambitions. That’s what makes us unique. We try to respond to something special inside us. I also realized that I was especially fortunate to be making my own dream come true. Everywhere I go, I hear, “Do what makes you happy and you will be happy.” It sounds like standard advice, but I’ve really thought about it and taken it to heart. I couldn’t care less about how much money I make or what benefits I receive. I know that I am already in hot pursuit of my dreams. And, even if they change, even if they finally don’t involve aviation, I’ll always aim to fly with the eagles. 31. Two years ago, the author ___________. A. was admitted to a university B. stayed in a university for one week C. saw the launch of the rocket D. made good friends with an astronaut 32. Paragraph 2 is mainly about _________. A. which aircraft the author got to fly B. how the author learned to fly C. what the author learned about simulators D. why the author got a pilot’s license 33. According to the author, ________ makes people unique. A. flying like an eagle B. trying something special C. having their own dreams D. learning unusual techniques 34. From the last paragraph, we can learn that the author _________. A. cares a lot about money and benefits B. brings happiness to others C. pursues his aims whatever happens D. offers advice wherever he goes B Do you know electricity can change the way we taste food? Proving this fact is a revolutionary electric fork designed by Japanese researchers that can make any dish taste salty. According to Hiromi Nakamura, a Post Doc Research Fellow at Tokyo’s Meiji University, the technology can be very useful for people on special diets. Patients with high blood pressure, for instance, can easily go on a low-salt diet and still enjoy delicious food. And with the fork, there’s absolutely no risk of over-salting their food. Luckily, the voltage(电压) is so small that there is no risk of electrocution(触电) either. The idea of adding electricity to food was first exposed as an experiment at the Computer Human Interaction Conference in Austin, Texas, in 2012. Nakamura and her team connected a wire to a 9- volt battery and passed it through a straw placed in a cup of sweet lemonade. Volunteers reported that the charged lemonade tasted ‘blander’, because the electricity created the taste of salt. Nakamura has improved the technology to be able to transfer an electric charge to food through forks and chopsticks. “The metallic part of the fork is one electrode（电极）, and the handle is the other,” Nakamura explained. “When you take a piece of food with the fork and put it in your mouth, you connect the circuit. When you remove the fork from your mouth, you disconnect the circuit. So it actually works as a switch.” Simon Klose, host of food program Munchies, who recently visited Nakamura to try out the fork himself, called this form of ‘food hacking’ one of the greatest eating experiences he’d ever had. “When I first heard of electric food, it sounded scary,” he said. He later continued to use a charged fork to eat pieces of fried chicken, and found that the saltiness considerably increased as the electricity was connected. Nakamura has been eating ‘electric’ food for the past three to four years in an attempt to understand it better. “For me, ‘food hacking’ is about strengthening or weakening real food,” she said. “It may seem like we’re cooking but we’re actually working on the human senses.” 35. The electric fork may benefit people who__________. A. need to go on a diet B. have high blood pressure C. prefer food free of salt D. show interest in tasty food 36. Paragraph 4 mainly tells us _________. A. how the electric fork works B. what makes the circuit connected C. how the technology was improved D. why the electric fork was invented 37. From the passage, we learn that the electric fork______. A. creates virtual taste B. changes people’s diets C. helps cure diseases D. replaces salt in cooking C Tea vs Coffee Tea and coffee are two of the most widely consumed drinks in the United States. With popularity and interest in tea continuing to grow in recent years, many consumers have recently considered making the switch from coffee to tea, if they have not done so already. All the buzz surrounding tea and coffee may have you wondering, what are the differences? As it turns out, the differences are many and varied. In the US, interest in tea ranges from coast to coast with the highest in Hawaii and California but stretching to the eastern states of Vermont and New York. On the other hand, the highest interest in coffee tends to be concentrated more in the north and western regions(地区), with the highest search volumes appearing in the states of Hawaii, Washington and Minnesota. Differences between tea and coffee also vary in origin and production. All tea comes from the harvested leaves of the Camellia sinensis plant, while there are about 60 different species of coffee plants. Production of tea is quicker and more efficient: Camellia sinensis plants only need to grow for three years before they are ready to process; coffee plants take up to five years. Perhaps the most concerning issue consumers have when considering making the switch to tea is the question of caffeine. The good news is, when it comes to tea and caffeine, there is something for everyone. Unlike coffee, which typically only comes in decaffeinated and regular, there are several varieties of tea available, based on caffeine preference. From herbal teas that are naturally free of caffeine, to high quality green and black teas that offer less than half the caffeine of coffee, to high caffeine teas such as our specially formulated HiCAF® blends that contain slightly more caffeine than a cup of coffee, there is a variety sure to suit your needs. As an added bonus, the lower acidity levels in tea tend to be gentler on the stomach for a more comforting pick-me-up. So what is the answer, coffee or tea? If you are looking for the most healthful benefit possible, tea is probably the winner. They say a picture is worth a thousand words. If, like many Americans, the rising popularity in tea has your interest piqued, the images below will help to clearly spell out the differences between tea and coffee. 38. It can be learned from the passage that ______. A. coffee is of much higher production than tea B. tea and coffee are from harvested leaves of plants C. the popularity of tea is growing constantly in the US D. there is no regional difference in drinking tea and coffee 39. According to the passage, which of the following contains the least caffeine? A. Green tea. B. Black tea. C. Herbal tea. D. HiCAF® blends. 40. What is the author’s attitude towards tea?A. Positive. B. Cautious. C. Sceptical. D. Negative. 41. The underlined word “piqued” in the last paragraph probably means . A. reduced B. lost C. expressed D. excited D Every time the results of the international PISA test are released, the United States gets another opportunity to whip itself for students’ unsatisfying performance. PISA is the Program for International Student Assessment, a test administered to students in 79 countries around the world. It allows critics on both sides of the school-reform debate to peer at the results of other nations, compare them to the U.S. outcomes and find examples that appear to confirm their own beliefs about why our 15-year-olds are not at the best in science, math and reading. Those oppose to standardized testing and accountability measures look at Finland’s high scores and point out that in that country, there are no mandatory standardized tests until the end of senior year of high school. Children are encouraged to play more. Their school days are shorter and no one attempts to hold teachers accountable according to a rigid set of rules. The students are given very little homework. The nation’s scores and ranking have slid over the past decade, but it still consistently outshines the U.S. Meanwhile, fans of more regular testing are likely to hold up Singapore and South Korea as models. Singapore’s curriculum is highly scripted and pretty much the same across the nation — something that the Obama administration hoped to achieve through its Common Core curriculum. Teachers continually prepare students for hard tests and depend heavily on worksheets and drills. South Korean families depend heavily on private tutoring to help their children perform well on high-stakes tests. Students in these two countries also outperform American students on the PISA test. But if Finland, Singapore and South Korea are all doing better than America, that suggests there may be a factor at play other than how students are taught. And indeed there is something that all three of these nations, and every other country that outranks America on the PISA test, have in common: lower rates of child poverty. “Socio-economically disadvantaged students across OECD countries are almost three times more likely than advantaged students not to attain the baseline level of proficiency (能力) in science,” PISA reported in a 2018 paper. Though America is by most measures a wealthy country, it is one with many poor people. A 2017 UNICEF report looked at the relative child poverty rates of 41 well-off nations. America ranked seventh from the bottom. “Because in every country, students at the bottom of the social class distribution perform worse than students higher in that distribution, U.S. average performance appears to be relatively low partly because we have so many more test takers from the bottom of the social class distribution,”A 2013 study by Stanford University researchers concluded. There’s no getting around it: This is a shameful situation in a developed, wealthy nation. When poverty equates to lower academic performance, people pass that poverty from one generation to the next. Until they are willing to face that problem and take bold measures against it, the nation ’s rankings will always be limited. For various reasons, PISA results aren’t the ultimate measure of how well a nation’s schools are doing. But when it comes to measuring the effects of income inequality, PISA offers a powerful lesson for the United States: If they want a better educated population, they cannot ignore their culpability in allowing so many children to grow up in poverty. 42. We can learn from the passage that PISA is a test ____. A. administered to all the students around the world B. reflecting students’ability in science, math and reading C. causing criticism from the educational authorities in the US D. held by the United Nations annually for 15-year-old students 43. According to the passage, we can learn that ____. A. The US government has taken measures to handle poverty issues. B. Scores of students from Finland in PISA have improved in recent years C. The case in Singapore is used as opposition against standardized testing D. For students in South Korea, the help from teachers in schools is not enough 44. What does the underlined word “it” refer to? A. The 2013 study by Stanford University researchers. B. There are many test takers from lower class in the US. C. The US ranked the seventh among 41 well-off countries. D. The US average performance is poorer than other countries. 45. What is the author’s purpose in writing this passage? A. To present different opinions of the school-reform debate in the US. B. To argue poverty contributes to the low ranking of the US in PISA. C. To illustrate that the US students performed poorly academically. D. To compare the education systems in the US and other countries 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。 This Is Why Dogs Spin Around Before They Poop Most dog owners have probably been puzzled and possibly impatient waiting for their dog to do its business. Instead of just finding a soft area of grass to go number two, they make a whole ritual out of it, spinning in a circle before finally squatting. Luckily, the ultimate pet owners’ question may finally have been answered. A few theories have circulated about why dogs might circle before pooping, and most are similar to the reasons they spin before lying down. Trampling around in a circle would flatten the grass around, which would keep tall blades from trapping their waste and hitting their butt while they poop. 46 But Czech researcher Hynek Burda didn’t quite buy into those theories. 47 And if they were scanning their environment, keeping still to listen and sniff would be more effective than giving the area a quick once-over. Instead, Burda suggested that dogs spin to get a feel for the Earth’s magnetic pull. The Earth has a magnetic field around it protecting it from radiation from space, and some animals seem to use it to get a sense of where its North and South poles are. 48 In 2013, Burda published a study in the journal Frontiers in Zoology suggesting dogs have a strong internal compass, too. He and his team spent two years watching 70 dogs poop and pee and recording which way they faced and how strong the magnetic field was. As it turns out, when the magnetic field was calm, dogs preferred to poop facing either north or south. 49 The pattern couldn’t explain why dogs like facing the Earth’s poles, but the researchers think it might help them remember where they marked their territory. “Doing so, and adjusting his magnetic compass, is probably easier for him when being arranged in the correct position with the magnetic field,” Burda told the Washington Post. 50 So before you roll your eyes when your dog takes ages to do his business, remember that pet might just be getting scientific about his potty spot. A. For instance, it’s how birds know which way to migrate. B. When the magnetic field was less stable, they faced any direction. C. And when they’re done, this is why dogs kick up the lawn after they pee. D. Dogs evolved from wolves, which didn’t need to worry much about tall grass. E. For more weird dog habits, check out the 12 secrets your dog’s tail is trying to tell you. F. If they can remember which way they were facing, they might find it easier to find that spot again. G. Another explanation could be that they’re scanning for snakes and predators before they become completely occupied. 第三部分 书面表达（共两节，35 分） 第一节 （15 分） 假设你是红星中学高三学生李华。得知孔子学院明年暑假即将在北京举办汉语夏令营并 且现在正在招聘中学生志愿者。请根据以下提示写一封邮件向组织方提出自己的申请。 (1)自我介绍； (2)询问对方具体录取程序； (3)自己希望被录取的愿望。 注意:1.词数不少于 50； 2.开头和结尾已给出,不计入总词数。 参考词汇:孔子学院 Confucius Institute Dear Sir/Madam, ____________________________________________ Li Hua 第二节（20 分） 假设你是红星中学高三（1）班的学生李华，请根据以下四幅图的先后顺序，为校刊“英 语园地”写一篇短文，记述你和同学们向学校提建议，解决自行车存放问题的过程。 注意 1. 词数不少于 60. 2. 短文的开头已给出，不计入总词数。There was a problem with the parking place for bikes in our school. ......