遼寧省沈陽市重點(diǎn)高中聯(lián)合體2024-2025學(xué)年高三上學(xué)期11月期中考試 英語 含解析

2024~2025學(xué)年度（上）聯(lián)合體高三期中檢測英語全卷滿分150分，考試時(shí)間120分鐘。注意事項(xiàng)：1.答卷前，考生務(wù)必將自己的姓名、考號(hào)填寫在答題卡上。2.選出每小題答案后，用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)。不能答在本試卷上，否則無效。3.考試結(jié)束后，考生將答題卡交回。第一部分：聽力（共兩節(jié)，滿分30分）做題時(shí)，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。第一節(jié)（共5小題；每小題1.5分，滿分7.5分）聽下面5段對(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽完每段對(duì)話后，你都有10秒鐘的時(shí)間來回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。例:Howmuchistheshirt?A.￡19.15. B.￡9.18. C.￡9.15.答案是C。1.Whatisthemandoing?A.Reading. B.Shouting. C.Whispering.2.Wherearethespeakersnow?A.Inaschool. B.Athome. C.Onabus.3.Whatdoesthemanthinkofthetesttomorrow?A.Itisimportant. B.Itiseasy. C.Itisunnecessary.4.HowmuchdidMichaelspendondinnerlastnight?A.$60. B.$40. C.$20.5.Whatdoesthewomansuggestthemando?A.Surprisehisgrandfather.B.Findouthisgrandfather'swisdom.C.Helphisgrandfathertofindhiskeys.第二節(jié)（共15小題；每小題1.5分，滿分22.5分）聽下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。聽第6段材料，回答第6、7題。6.Whatistheprobablerelationshipbetweenthespeakers?A.Motherandson. B.Fellowengineers. C.Teacherandstudent.7.Whathappenedwhenthemanusedhisinvention?A.Itspreadbutterontoast. B.Itmixedbutterwithjam. C.Itdroppedbutterontothefloor.聽第7段材料，回答第8、9、10題。8.WhydidFionamovetoadifferentschool?A.Itisclosetohernewhome. B.Itoffersherabetterjob. C.Ithaslotsofgoodfacilities.9.WhatdoesthemansayaboutFiona?A.Sheprefersreadingonabus. B.Shehasapassionforreading. C.ShereadsfewerbooksthanGill.10.WhatisFionaworriedaboutforthefuture?A.Playingsports. B.Makingfriends. C.Movingschools.聽第8段材料，回答第11至13題。11.WhydidthemantraveltoEngland?A.Forafamilyreunion. B.Foranexchangeproject. C.Forasportscompetition.12.WhatsportisthemantakingJoshtosee?A.Football. B.Basketball. C.Tabletennis.13.Howdoesthemanmainlyfeelduringhistrip?A.Exhausted. B.Excited. C.Scared.聽第9段材料，回答第14至17題。14.Whoisthewoman?A.Awriter. B.Apublisher. C.Aradiohost.15.WhatstyleofcomicdoesJinOkaprobablywrite?A.Japanese. B.American. C.Chinese.16.WhichcharacterdoesJinOkalikebest?A.Spider-Man. B.IronMan. C.Batman.17.Whatwillthespeakersdofirst?A.Readacomicbook. B.Restforawhile. C.Watchavideo.聽第10段材料，回答第18至20題。18.Whatisthetalkmainlyabout?A.Asportsstory. B.Aworldrecord. C.Afamilyreunion.19.WhydidJonnynearlyfallover?A.Hegottiredandweak.B.Hewaspushedbyanotherathlete.C.Hewasoverexcitedatnearingthefinishline.20.WhatplacedidAlistairgetintherace?A.First. B.Second. C.Third.第二部分閱讀理解（共兩節(jié)，滿分50分）第一節(jié)（共15小題；每小題2.5分，滿分37.5分）閱讀下面短文，從每題所給的A、B、C和D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)。AWhichfruitpersonalityareyou?Intheworkplace,wehavetobeabletodealwithpeoplewhoaren'tlikeus.Noonewillchangeforyou,soyoujusthavetorespecttheirdifferences.Whenidentifyingpersonalitytypes,Iliketotalkintermsoffruit.Nobodyisjustonefruit,butweallhaveapreference.Andwetendtoemphasizeourtoptwo,especiallyunderpressure.Herearesomefruitpersonalitiesandhowbesttodealwiththem.TypesIntroduction&.ManagementApple:HardCoreAppletypesaredirectanddon'tsufferfools.Theyarefast,logicalthinkerswholovetowinandhatetolosecontrol.They'llgetaresultatanycost,butseeconflictassport.1.Alwaysstanduptothem.2.Gettothepoint.3.Don'ttakeitpersonally.4.Watchandlearnfromthem.Mango:JuicyandMessyMangotypeslovelifeandcan'taffordtomissaminute.Theylovevarietybecausetheytendtobeeasilydistractedandnaturallyrulebreakers.1.Talkbigpicture,avoiddetails.2.Givethemfalsedeadlines.3.Don'tmicro-manage.Lemon:ConcentratedLemontypeslovestructureandorder.Theyareworrierswholikesecurityandpredictability.Theyexcelatspottinggapsinaplan.Buttoomanyrulescanalsobefrustrating.1.Respecttheirneedforspace.2.Don'tsurprisethem.3.Listenwithrespect.4.Showyourpace.Banana:SweetandGentleBananatypesenjoypeaceandshyawayfromconflicts.Theyarekindtoreacttoothers'requests.However,whentheyaretooaccommodating,theycanbeseenasindecisive.1.Don'tpressurethem,motivate.2.Createapositiveenvironment.3.Encourageregularfeedback.4.Benicetothem.21.WhatdopeopleofMangoandLemonpersonalitieshaveincommon?A.Theybothpreferprivatespaceandspecificdeadlines.B.Theybothdislikebeingrestrictedbyexcessiverules.C.Theybothserveasgoodice-breakersoftheworkplace.D.Theybothneedregularfeedbackandbeingmotivated.22.WhoprobablyfavorstheBananaPersonality?A.Jack,aninnovativethinkerwhoiswillingtofacechallenges.B.Adam,abrilliantplannerwhoalwaysstickstohisdailyroutines.C.Nancy,apatientworkerwhoprioritizesharmoniousrelationships.D.Robin,anopen-mindedleaderwhoadvocatesthevalueofdiversity.23.Wherecanthepassageprobablybefound?A.Inanacademicpaper. B.Inanentertainmentbook.C.Inabookreview. D.InapsychologymagazineBAsacollegeprofessor,Iamrequiredtoholdanofficehourbeforemylecture.Theseofficehoursareoptionalandtendtobebusieratthebeginningandendofasemester.Inthemiddle,theycanbecomequiet.AfewyearsagoIwasgivenaflute(長笛)asagift,soIdecidedthatIwouldusemyquietofficehourstopracticethisnewinstrument.Theexperiencebroughtunexpectedinsightsintoperformanceanxiety.Iheldmyofficehourinthenear-emptylecturehall,onehourbeforetheclassbegan.Thehallwasopentoanystudentwhowishedtotalkwithmeaboutcourseworkortotakeaseatandquietlyreadbeforethelecturebegan.Iwouldassemble(組裝)myflute,openmylessonbook,andbeginworkingontheinstrumentIhadneverplayedbefore.Ialsofollowedonlinevideolessons-alldoneinfrontofafewstudentswhowouldcomeearlytoclass.Iwouldbeginplayinglongtones,closingmyeyesand“forgetting”thatanyonewasintheroomwithme.IwassurprisedtofindthatI.feltnoanxietywhilelearninganewinstrumentinfrontofothers.HadIbeenplayingmymaininstrument,Iwouldhavehadmoreconcernaboutthelevelofmyplayingandhowmyplayingwasbeingreceived.However,inthissetting,itwasclearthatIwasanabsolutebeginnerwithnoexpectationsofimpressinganyonewithmymastery.Myattentionwassetonfiguringtheinstrumentout.IhadnoexpectationsofhowIwouldsoundandhadlittleexpectationsofsoundinglikeanythingmorethanabeginner.TherehavebeenmanythingsIhavelearnedfrommyexperimentoflearninganinstrumentinpublic.Whenevermusicianstalkwithmeabouttheirstagefright,Iofferthemthisstory.24.Whatis“anofficehour”for?A.Theprofessorstoshowtalents. B.Thestudentstoappreciatemusic.C.Theteacherstoofferconsultation. D.Thelecturerstomakepreparations.25.Whydidtheauthorplayaflute?A.Topassthetime. B.Togivealecture.C.Todoaresearch. D.Toattractstudents.26.Whatmadetheauthorateasewhenplayingtheflute?A.Thetechniquefromthevideo. B.Hisimpressiveperformance.C.Theaudience'sactiveresponse. D.Hisconcentrationonplaying.27.Whichofthefollowingisasuitabletitleforthetext?A.MyJoyofLearningaNewThing B.MyTiponPerforminginthePublicC.MyDiscoverytoEaseStageFright D.MyOfficeHourBeforeEveryLessonCForestshavebeenembracedasanaturalclimatesolution,duetotheirabilitytosoakupcarbondioxidefromtheatmosphereastheygrow,lockingitupintheirtrunks,branches,leaves,androots.ButanewstudyconfirmswidespreaddoubtsaboutthepotentialformostforestsintheWesternUStohelpcontrolclimatechange.PublishedinEarth'sFuture,thepaperanalyzedtrendsincarbonstorageacrosstheAmericanWestfrom2005to2019.LedbyJazlynnHall,aforestandlandscapeecologistatCaryInstituteofEcosystemStudies,theteamfoundthatthroughoutmostoftheregion,climatechangeandfiresmaybecausingforeststostorelesscarbon,notmore.“There'sagrowingtrendtouseforestsasnaturalclimatesolutions,”saidHall.“Manyclimatemitigation(減輕)pathwaysrelyinpartonadditionalforestcarbonstoragetokeepwarmingbelow1.5℃thiscentury.WewantedtoprovideabaselineforhowmuchcarboniscurrentlystoredinWesternforests,howit'schanging,andhowdisturbanceslikefireanddroughtposeathreattoclimatemitigationtargets.”TheauthorswarnthatmanyWesternforestscouldseearapidaccelerationofcarbonlossinthecomingyearsordecades.“Thesechallengeshavethepotentialtocompromisecarbonstoragecapacityandweakenourabilitytomitigateclimatechange,Hahcautions.Byprovidingafire-newviewofthreatsatlandscapeandregionallevels,Hallandcolleaguesprovideaframework(框架)thatcouldhelpforestmanagersadaptsite-specificstrategiestostrengthenforestresilience(復(fù)原力).Theyalsoidentifytheremainingareaswiththelowestriskandhighestpotentialtostorecarbon,suchasthePacificNorthwest.“Ourstudydevelopsnewmethodstocarefullyestimateforest-carbonstorageataregionallevel.trackitovertime,andfindoutthecausesofchangesovertime,”saidHall.Heexpectsthemethodswillbeusefulinmonitoringcarbonstoragelevelsgoingforward,aswellasassessingthecarbonimpactsofmanagementeffortssuchasforestthinningandplannedburning.28.Whatdoestheunderlinedphrase“soakup”inparagraph1mean?A.Putdown. B.Takein. C.Bringup. D.Giveout.29.Whywasthestudyconducted?A.Tofindthebestforestsforcarbonstorage. B.Topromoteforests’carbonstoragecapacity.C.Toassessthecurrentsituationofforests. D.Tomeasurethecarbonreleasedintoforests.30.WhatcanwesayaboutthefuturetrendofWesternforests?A.Carbonlosswillspeedup. B.Theywillbecomemoreresilient.C.Theywillstoremorecarbon. D.Theywillhavenoimpactonclimate.31.WhatistheprimaryfunctionofHall'sframeworkforforestmanagement?A.Predictingfutureforestgrowthrates. B.Identifyinghigh-riskareasforprotection.C.MappingalltheforestsintheWesternUS. D.Helpingmanagersadaptstrategiestoforests.DThetermparasocialinteraction(虛擬社交)wasintroducedinthe1950sbythesocialscientistsDonaldHortonandR.RichardWohl.Itwastheearlydaysofhometelevision,andtheywereseeingpeopleformacloseconnectionwithactorswhowereappearingvirtuallyintheirhome.Today,thedefinitionismuchbroader.Afterall,actors,singers,comedians,athletes,andcountlessothercelebritiesareavailabletousinmorewaysthaneverbefore.Formingparasocialbondshasneverbeeneasier.Psychologistsdocumentcasesofparasocialrelationshipsthatcangomuchdeeper,withsevereconsequences.Scholarsnoteparasocialbondsrangefromcasualtalkaboutstarstointenseemotions,touncontrollablebehaviorandfantasies.Atthedeepestlevel,theparasocialrelationshipcanbedangerous,suchaswhenafanlosestouchwithrealityandsecretlyfollowsastar.Itcanalsoleadtoconfusionaboutone'sownidentity,particularlyinadolescentswhoarestillformingtheirsenseofself,astheymaymodelthemselvesonthemediafigureswithwhomtheyhaveparasocialrelationships.In2021,twopsychologistsfromYorkUniversity,inCanada,foundthatformingparasocialbondswasstronglyrelatedtoavoidantattachment.Thatis,peoplewhotendedtopushothersawayintheirday-to-daylivesweremorelikelytorelatetofictionalcharacters.Youcaneasilyseehowparasocialrelationshipscouldbeareplacementwhenonefindsreal-lifeattachmentdifficult.Thiscouldstartafeedbackcycle,inwhichavoidingcloserelationshipsstimulatesparasocialbonding,whichinturnleadstoreducedinteractionswithreal-lifefamilyandfriendsasthefansspendstheirtimeandenergyonsomeonewhodoesn'tknowtheyexist.Mypurposehereisnottosaythatparasocialinteractionsarealwaysbadforyou,orevenabnormal.Rather,itistosuggestthatheavyparasocialbondingmightbeasignalthatyouarecrowdingouttherealpeoplewhocangiveyoutheloveyoutrulyneed.Onewaytoaddressthisistogetsomemoredistancefromyourfictionalfriends,thuspausingthefeedbackcycleandgivingyourselfmorespacetopursuein-personconnection.32.HowhasparasocialinteractionchangedaccordingtoParagraph1?A.Ithasbecomemoreaccessible. B.Ithasaffectedmorecelebrities.C.Ithaslostmuchofitssignificance. D.Ithasturnedintoatwo-wayprocess.33.WhatisParagraph2mainlyabout?A.Reasonsbehindcelebrityfollowing. B.Originsofdangerousrelationships.C.Differenttypesofparasocialrelationships. D.Potentialharmofparasocialrelationships.34.Whichofthefollowingcanleadtoparasocialrelationships?A.Socializingwithstrangers. B.Havingstrongfamilysupport.C.Participatingingroupactivities. D.Strugglingwithrelationshipsinreality.35.Whatmighttheauthorsuggestforthosewithheavyparasocialrelationships?A.Meetingfictionalfriendsinreallife. B.Seekingguidancefromprofessionals.C.Hangingoutmorewithrealfriends. D.Creatingmorespaceforbeingalone.第二節(jié)（共5小題；每小題2.5分，滿分12.5分）根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。Humanshaveaneedtosharetheirbeliefsandvalueswithotherpeople.36Thishasasolidlogic:Sharingemotionsandopinionscanleadtoimitation(模仿),whichcaninturncreateunityandenhancerelationships.Besidescreatingabond,anotherreasonyoumightwantsomeonetomodelthemselvesonyourfeelingsistogetthemtoaltertheirviews.37Thechoicewilldependontheotherperson'ssituation.Ifhe/shealreadyagreeswithyou,thenyournegativitycanraisetheintensityofhis/herviews.38Sometimes,peopleyouaretalkingtodon'talreadythinkthewayyoudo.Theywillsimplyjudgeyourstatementtobehyperbolic(浮夸的)andbiased.Andyouwon'tgetthemtoimitateyouatall.Toanevengreaterdegree,iftheydisagreewithyou,whatyousaywillhardentheirvaluesagainstyours.39Whenpeopleareoffendedovertheopinionstheyhold,theyaremuchmorelikelytodigintotheirpositionagainstthatofthespeaker.Imagineapersoncametoyourhousewithabeautifulbunchofflowers.Butwhenyouopenedthedoor,he/shehityouwiththeflowers.40So,ifyouwanttobemorepersuasive,considerthespecificsituationsandsharethemmorepositively-inotherwords,turnyourbeliefsandvaluesintoagift,ratherthanaweapon.A.Onesize,however,won'tfitforall.B.Thisistheso-calledbackfireeffect.C.Allyouwouldwantistogetthepersonoutoftheway.D.Whenyoufeelstronglyaboutsomething,it'shardnottotalkaboutit.E.Thisisessentiallytheresultofusingyourflowersnegativelyasweapons.F.Toachievethegoal,youcanoutlineyourviewseitherpositivelyornegatively.G.Positiveemotionsmaybebetteratleadingtoimitationthannegativeemotions.第三部分語言運(yùn)用（共兩節(jié)，滿分30分）第一節(jié)（共15小題；每小題1分，滿分15分）閱讀下面短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。Idrove12milestothecountynewspaperofficeoneday.Ihadtositoutsideandwait.BesidemelayaoneshortnovelIhadwritten,andIhopedtogetit41.“Whatifthepublisherdidn't42it?”Ithoughttomyself.Iwas43,andeverynowandthen,Istoodupandwalkedbackandforth.Eventually,Iwasledtothepublisher'sofficebyhissecretary.Istillfelttense,butthekindsmilehesharedwithmesoonmademe44.Ididn'tevenowna45atthetime,sohehadtoreadmyhandwritten46.Thenhesaid,“Icouldn'tlikeitenough,andIwouldincludeitinthenextweek's47.”Ijumpedwithjoyandsaid,“Thanks,sir.”ButIexpectedevenmore.IaskedhimifIcouldkeep48forhimeachweek.Hethoughtforamomentandthen49.HeevensaidhewouldpaymefivedollarsforeachnewthingIwrote.Iwasso50thatIskippedanddancedonthesidewalkwhenIwentoutside.LittledidIknowthatmomentwould51mylife.Thatwasalmost40yearsago.Now,Ihavemyownstudioandleadabetterlife.I52towritesomethingnewformypublisher-myfriendeachweek.AsIwrite,I53.I'vebecomeadeterminedandpatientperson.EachtimeIlearnsomethingnew,I54writeittogetmyfriendtopublishit.Withoutmyfriend,Iwouldneverbethe55Iamtoday.41.A.putaway B.comeout C.setaside D.cutdown42.A.want B.explain C.suspect D.lose43.A.outofpractice B.aroundtheclockC.onpinsandneedles D.throughthickandthin44.A.panicked B.confused C.surprised D.eased45.A.follower B.typewriter C.clue D.schoolroom46.A.invitation B.chart C.application D.story47.A.edition B.ban C.bill D.exhibition48.A.copying B.detecting C.writing D.understanding49.A.admitted B.agreed C.shook D.left50.A.capable B.reliable C.grateful D.cheerful51.A.change B.remind C.share D.end52.A.learn B.regret C.hesitate D.continue53.A.approve B.grow C.bend D.stretch54.A.rarely B.casually C.routinely D.previously55.A.author B.officer C.secretary D.publish第二節(jié)（共10小題；每小題1.5分，滿分15分）閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。ChinesehitvideogameBlackMyth:Wukonghastakenthegamingworldbystorm,56(sell)morethan10millioncopiesacrossallplatformsinjustthreedaysafteritsofficialreleaseonAug.20.57(adapt)fromtheclassicChinesenovelJourneytotheWest,“BlackMyth:Wukong”,receivedcriticalpraiseforitshighquality,settinganewrecordforChinesegames58majorplatformsandcurrentlyrankingsecondinthehistoricalpeaknumberofonlineplayersforallgamesonSteam.Asanactionrole-playinggame,playersofBlackMyth:Wukongassumetheroleofa“personofdestiny”,embarkingonadangerousandwonderfuljourney59(discover)thetruthbehindancientlegends.Featuring60richandimmersivecombatsystem,thegameallowsplayerstomastervariousstaff61(technique)andcombinethemwithawideseriesofspells,transformations,talents,andweaponstofindafightingstylethat62(suit)thembest.Althoughthegame'smassivepopularityinChinacanpartlybeduetonational63(familiar)withJourneytotheWest,thefactthatithascaptivatedinternationalaudiences,manyof64lackthisculturalbackground,suggeststhatBlackMythWuKongisontherightpath.Someenthusiasts65(collect)over200pagesofbackgroundmaterialinthepastfewdaystohelpinternationalplayersunderstandthestory'sdeepculturalroots.第四部分寫作（共兩節(jié)，滿分40分）第一節(jié)（滿分15分）假如你是國際部學(xué)生李華，你和同學(xué)們準(zhǔn)備創(chuàng)建一個(gè)傳統(tǒng)文化社團(tuán)，請給校長Mr.Mark寫一封提案信，請求他的同意。內(nèi)容包括：1.來信目的；2.社團(tuán)規(guī)劃；3.表達(dá)希望。注意：1.詞數(shù)80左右；2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。DearMr.Mark,Yourstruly,LiHua第二節(jié)（滿分25分）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。AReasontoRunJustinandhisfriendDavidhadknowneachotherbeforetheybecameclassmates.Daviddidn'tseemtomindthatJustinwassmallforhisage.Butonthefirstdayofschool,whenDavidandJustinhadlunchwiththerestofthefifth-gradeboys,StevenaskedwhenDavidhadstartedplayingwithbabies.DavidlaughedoutloudandJustinfeltuneasy.Severalweekslater,DavidcalledtoinviteJustintohisbirthdaypartyathisgrandfather'sfarm.Justindidn'twanttogo.Hehadwantedtospendthedayrunning.Whenheran.theproblemsatschooldidn'tmatter,andbeingthesmallestkidinhisclassdidn'tmatter.either.Soeverydayafterschoolhepracticed.AndSaturdaymorningwasthebesttimetorun.ThisSaturday,however,hereachedthefarmwithStevenandtherestofDavid'sfriends.David'smothersuggestedthatDavidshowtheboysaround,soDavidaskedhisgrandfather,Mr.Hamilton,todrivethemtothefootofahill.Mr.Hamiltonlefttopreparefortheparty.Theboysdecidedtoenteracave,gooutfromaholeatitstop,climbthehillandthenhikeback.Theentrancetothecavewasabigstoneroomwithhugewoodenbeams(梁)borderingthedoorway.Aboutthirtyfeetinwasawallofrocksblockingfurtherentrance.Fromtheholeintheceiling,lightshoneonthebackwall.Davidstartedtoshowtheboyshowtoclimbupthebackwall.“Letmegofirst,”Stevendemanded.HegrabbedDavid'sbeltandpulledhimofftherock,throwinghimintoRafael.“Watchit!”shoutedDavid.Butitwastoolate.HeandRafaelfellhardagainstabeamandthewoodstartedtocrack.Asecondlaterthebeamfell.Thenpartoftheceilingcollapsed.Dustfilledtheair.Whenthedustfinallysettled,thesixboysfoundthemselvestrappedinthecaveandtheonlyexitwastheholeintheceiling,whichbecamesmaller-toosmallforanyonetogoout.Worsestill,astreamofwaterwasflowingintothecave.注意：1.續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；2.請按如下格式在答題紙的相應(yīng)位置作答。Justinlookedupattheholeandsaid,“Imightbesmallenoughtogetout.”Suddenly,Justinsawthefarmhouse.

2024-2025學(xué)年度（上）聯(lián)合體高三期中檢測英語試題參考答案、評(píng)分標(biāo)準(zhǔn)與答案詳解第一部分聽力（共20小題；每小題1.5分，滿分30分）1-5CBAAB6-10ACABC11-15BCBCB16-20CBAAC第二部分閱讀理解（共20小題；每小題2.5分，滿分50分）第一節(jié)21-23BCD24-27CADC28-31BCAD32-35ADDC第二節(jié)36-40DFABE第三部分英語知識(shí)運(yùn)用第一節(jié)完形填空（共15小題；每小題1分，滿分15分）41-45BACDB46-50DACBD51-55ADBCA第二節(jié)（共10小題；每小題1.5分，滿分15分）56.selling57.Adapted58.on59.todiscover60.a61.techniques62.suits63.familiarity64whom65.havecollected第四部分寫作第一節(jié)（滿分15分）OnepossibleversionDearMr.Mark,IamLiHua,astudentfromInternationalDepartment.IamwritingtoproposetheestablishmentofaTraditionalCultureClubwiththesupportofmyfellowclassmates.TheclubaimstopromoteChinesetraditionalculturethroughvariousactivitiessuchasworkshops,lectures,andculturalexchanges.Webelievetheclubwillenrichstudents'understandingandappreciationofourheritage.Isincerelyhopeforyourapprovalandguidancetobringthisideatolife.Thankyouforconsideringourproposal.Bestwishes.LiHua【導(dǎo)語】本篇書面表達(dá)屬于應(yīng)用文?？忌菄H部學(xué)生李華，準(zhǔn)備和同學(xué)們創(chuàng)建一個(gè)傳統(tǒng)文化社團(tuán)，要求考生按照要求給校長Mr.Mark寫一封提案信，請求他的同意。第二節(jié)（滿分25分）Justinlookedupattheholeandsaid,“Imightbesmallenoughtogetout.”Hevolunteeredtohaveatry.Heclimbedslowlyupthebackwalland,withsomeeffort,managedtogothroughtheopening.Onceoutside,hetookofftowardsthefarmatfullspeed.Afterfiveminutes,hesloweddownedalittleuntilhecouldgetregularstep.Thatwaswhathewouldhavedoneinarealrace,buthewasn'tpracticinganymore.Hebegancountingthetreeshepassed.Hegotaregularpaceandthenpickedupspeed.Heranashehadneverrunbefore.Suddenly,Justinsawthefarmhouse.“Mr.Hamilton!Hurry!Everyoneistrappedinthecave.”Withoutwastingamoment,Mr.HamiltonleftforthecavewhileDavid'smomcalledthepolice.BythetimeJustinandDavid'smomreachedthehill,thepolicehadclearedthesmallopeningandwerepullingtheboysout.EveryonewasOK.StevenapproachedJustinandsaid“Isincerelyapologizeformakingfunofyou.It'samazinghowquicklyyoumanagedtogethelp.”“Apologyaccepted.Runningatthatspeedwasnobigdeal,”Justinreplied,feelingasenseofprideinhisbodyshapeforthefirsttime.【導(dǎo)語】本文以事故發(fā)生的情節(jié)為線索展開，講述了Justin和他的朋友David在成為同學(xué)前就認(rèn)識(shí)了，Justin的年齡較小，個(gè)子不高，由于其他同學(xué)的一個(gè)笑話使得Justin有些不安，他每天都在跑步，這樣就不會(huì)在想學(xué)校的問題了，在一個(gè)星期六，David邀請他去農(nóng)場參加他的生日派對(duì)，David帶著幾個(gè)伙伴進(jìn)入了一個(gè)洞穴，在跨越洞穴入口的一個(gè)石頭房間時(shí)發(fā)生了意外，大家被困在洞穴的故事。續(xù)寫線索：主動(dòng)嘗試鉆出洞口——全速跑向農(nóng)場——到達(dá)農(nóng)場報(bào)信——人們馬上行動(dòng)——救出被困孩子——Justin的感悟內(nèi)容要點(diǎn)本文以事故發(fā)生的情節(jié)為線索展開，講述了Justin和他的朋友David在成為同學(xué)前就認(rèn)識(shí)了，Justin的年齡較小，個(gè)子不高，由于其他同學(xué)的一個(gè)笑話使得Justin有些不安，他每天都在跑步，這樣就不會(huì)在想學(xué)校的問題了，在一個(gè)星期六，David邀請他去農(nóng)場參加他的生日派對(duì)，David帶著幾個(gè)伙伴進(jìn)入了一個(gè)洞穴，在跨越洞穴入口的一個(gè)石頭房間時(shí)發(fā)生了意外，大家被困在洞穴的故事。第一段：（1）Justin如何鉆出洞口的；（2）Justin如何到達(dá)農(nóng)場的。第二段：（1）Justin將消息告訴大人們；（2）被困的孩子被解救出來；（3）Justin如何看待自己的小身材的。答案詳解A這是一篇應(yīng)用文。文章主要介紹了四種水果類型的人格的特點(diǎn)。21.B細(xì)節(jié)理解題。根據(jù)Mango部分中“Theylovevarietybecausetheytendtobeeasilydistractedandnaturallyrulebreakers.(他們喜歡變化，因?yàn)樗麄兒苋菀追中?，天生就?huì)打破常規(guī))”以及Lemon部分中“Buttoomanyrulescanalsobefrustrating.(但是太多的規(guī)則也會(huì)讓其沮喪)”可知，芒果型人格和檸檬型人格的人都不喜歡被過多的規(guī)定所限制。故選B。22.C細(xì)節(jié)理解題。根據(jù)Banana部分中“Bananatypesenjoypeaceandshyawayfromconflicts.(香蕉型的人喜歡和平，回避沖突)”可知，南希，一個(gè)耐心的員工，優(yōu)先考慮和諧的關(guān)系是香蕉型人格。故選C。23.D推理判斷題。根據(jù)第一段“Whenidentifyingpersonalitytypes,Iliketotalkintermsoffruit.Nobodyisjustonefruit,butweallhaveapreference.Andwetendtoemphasizeourtoptwo,especiallyunderpressure.Herearesomefruitpersonalitiesandhowbesttodealwiththem.(在識(shí)別人格類型時(shí)，我喜歡用水果來描述。沒有人只是一種水果，但我們都有自己的偏好。我們傾向于強(qiáng)調(diào)我們的前兩個(gè)，尤其是在壓力下。以下是一些水果的個(gè)性，以及如何最好地處理它們)”結(jié)合文章主要介紹了四種水果類型的人格的特點(diǎn)。可知，這篇文章可能出現(xiàn)在心理學(xué)雜志上。故選D。B本文是記敘文。敘述了作者在辦公室空閑時(shí)間學(xué)習(xí)長笛的經(jīng)歷，并通過這段經(jīng)歷獲得了對(duì)表演焦慮的新認(rèn)識(shí)。24.C細(xì)節(jié)理解題。根據(jù)文章第一段“Asacollegeprofessor,Iamrequiredtoholdanofficehourbeforemylecture.(作為一名大學(xué)教授，我被要求在上課前有一個(gè)小時(shí)的辦公時(shí)間)”以及第二段“Iheldmyofficehourinthenear-emptylecturehall,onehourbeforetheclassbegan.Thehallwasopentoanystudentwhowishedto,talkwithmeaboutcourseworkortotakeaseatandquietlyreadbeforethelecturebegan.(在上課前一小時(shí),我在幾乎空無一人的講堂里辦公。大廳對(duì)任何想和我討論課程作業(yè)的學(xué)生開放，或者想在講座開始前坐下來安靜地閱讀)”可知，“anofficehour”是對(duì)任何想和我討論課程作業(yè)的學(xué)生開放，所以是老師們提供咨詢的時(shí)間。故選C項(xiàng)。25.A細(xì)節(jié)理解題。根據(jù)文章第一段“Theseofficehoursareoptionalandtendtobebusieratthebeginningandendofasemester(學(xué)期).Inthemiddle,theycanbecomequiet.AfewyearsagoIwasgivenaflute.(長笛)asagift,soIdecidedthatIwouldusemyquietofficehourstopracticethisnewinstrument.(這些辦公時(shí)間是可選的，在學(xué)期開始和結(jié)束時(shí)往往更忙。在中間，他們會(huì)變得安靜。幾年前，我收到了一個(gè)長笛作為禮物，所以我決定利用我安靜的辦公時(shí)間來練習(xí)這個(gè)新樂器)”可知，作者吹笛子是為了打發(fā)時(shí)間。故選A項(xiàng)。26.D推理判斷題。根據(jù)文章第三段“Iwouldbeginplayinglongtones,closingmyeyesand“forgetting”thatanyonewasintheroomwithme.IwassurprisedtofindthatIfeltnoanxietywhilelearninganewinstrumentinfrontofothers.(我會(huì)開始演奏長音調(diào)，閉上眼睛，“忘記”有人和我在一起。我驚訝地發(fā)現(xiàn)，當(dāng)我在別人面前學(xué)習(xí)一種新樂器時(shí)，我沒有感到焦慮)”可知，因?yàn)樽髡邔Ｗ⒂谘葑?，讓他在吹長笛時(shí)感到輕松自在。故選D項(xiàng)。27.C主旨大意題。根據(jù)第一段“Theexperiencebroughtunexpectedinsightsintoperformanceanxiety.(這段經(jīng)歷讓我對(duì)表演焦慮有了意想不到的認(rèn)識(shí))”以及最后一段“TherehavebeenmanythingsIhavelearnedfrommyexperimentoflearninganinstrumentinpublic.Whenevermusicianstalkwithmeabouttheirstagefright,Iofferthemthisstory.(從我在公共場合學(xué)習(xí)樂器的實(shí)驗(yàn)中，我學(xué)到了很多東西。每當(dāng)音樂家和我談?wù)撍麄兊那訄?，我就給他們講這個(gè)故事)”以及通讀全文可知，文章主要講述了作者在公開場合學(xué)習(xí)新樂器的經(jīng)歷，并從中發(fā)現(xiàn)了緩解舞臺(tái)恐懼的方法。因此，合適的標(biāo)題是C項(xiàng)“MyDiscoverytoEaseStageFright(我緩解怯場的發(fā)現(xiàn))”，故選C項(xiàng)。C本文是新聞報(bào)道。文章報(bào)道了一項(xiàng)新的科學(xué)研究，內(nèi)容關(guān)于美國西部森林的碳儲(chǔ)存能力及其與氣候變化的關(guān)系。28.B詞句猜測題。根據(jù)后文“l(fā)ockingitupintheirtrunks,branches,leav