北京市东城区普通校2019届高三上学期11月联考英语试题 Word版无答案 12页

东城区普通校2018-2019学年第一学期联考试卷 ‎ 高三 英语 ‎ ‎ 命题校： 2018年11月 本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分，共 150 分，考试用时 120 分钟。考试结束后，将本试卷和答题卡一并交回。祝各位考生考试顺利！‎ 第一部分：听力理解（共三节，30分）‎ 第一节（共5小题；每小题1.5分，共7.5分） ‎ 听下面5段对话。每段对话后有一道小题，从题中所给的A、B、C三个选项中选出最佳选项，并用鼠标点击该选项。听完每段对话后，你都有5秒钟的时间阅读每小题。每段对话你将听一遍。‎ ‎1. Why did the man go to Croydon? ‎ A. To visit his parents. B. To have an interview. C. To receive job training.‎ ‎2. When will the man leave for Boston?‎ A.3:00 B.4:00 C.5:00‎ ‎3. Where do the speakers plan to go?‎ A. An opera house. B. The parking lot. C. A shopping center.‎ ‎4. What are the speakers talking about?‎ ‎ A. Wildlife B. A book C. Holidays ‎5. Which hat does the woman want to buy?‎ 第二节（共10小题；每小题1.5分，共15分）‎ 听下面四段对或独白，.每段对话或独白后有几道小题.从每题所给的A、B、C三个选项中选出最佳答案，并用鼠标点击该项。听每段对话或独白前，你有5秒钟的时间阅读每小题。听完后每小题给出5秒钟的作答时间。每段对话或独白你将听两遍。‎ 听下面一段对话，回答第6至7两道小题。‎ ‎6. What does the man do?‎ A. A salesman B. A policeman C. A repairman ‎7. What is the woman going to do?‎ A. Give the man a hand. ‎ B. Get her car back later.‎ C. Wait for a call from the man.‎ 听下面一段对话，回答第8至9两道小题。‎ ‎8. Where does this conversation take place?‎ A. In a theatre. B. In a stadium. C. At an exhibition ‎9. Why does the man stop the woman?‎ A. Her dog is behaving badly B. She has no ticket for her dog. ‎ C. It’s against the rules to bring a dog in.‎ 听下面一段独白，回答第10至第12三道小题。‎ ‎10. What can we learn from the news?‎ A. No village was killed.‎ B.15 houses were badly damaged.‎ C. Over 200 people were made homeless.‎ ‎.‎ ‎11. What do we know about the farmer?‎ A. His house was destroyed. ‎ B. One of his children was badly injured.‎ C. He ran out as soon as he heard the noise.‎ ‎12. What did the woman do when she saw her house shaking?‎ A. She tried to take something out.‎ B. She rushed out with her children.‎ C. She told her husband not to leave.‎ 听下面一段独白，回答第13至第15三道小题。‎ ‎13. What subject is the woman interested in?‎ A. Music B. Business C. Maths ‎14. What does the man want the woman to study?‎ A. Business or music.‎ B. Computer programming or music.‎ C. Business or computer programming.‎ ‎15. What will the woman probably do finally?‎ A. Take the man’s advice.‎ B. Talk with her school director.‎ C. Learn what she’s interested in.‎ 第三节（共5小题；每小题1.5分，共7.5分）‎ 听下面一段独白，完成第16至第20小题，每空只需填写一个词。听独白前，你将有20秒钟的时间阅读试题。听完后你有90秒钟的作答时间。请在答题区域将答案输入电脑。本段独白你将听两遍。‎ 现在你有20秒钟的时间阅读试题。‎ The Science Museum Opening time From 9:00 am to 16 pm on weekdays Suggestion 1‎ Choosing the exhibition of everyday 17 ‎ l how the objects in daily lives were first made.‎ l how they have developed Suggestion 2‎ Taking a guided tour of the 18 exhibitions l on the 19 , at 1:00,2:00 and so on l quite 20 , only half an hour.‎ 第二部分：知识运用（共两节，45分）‎ 第一节 语法填空（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 The Darjeeling Himalayan Railway may be the slowest train in the world. Every day the train __21__ (climb) over 2250 meters. Although the entire trip is 80 kilometers, it takes up to ten hours. The railway __22__ (build) in 1881 and has been carefully protected for its cultural importance. Today the train is attractive to the passengers who come from other places __23__ (see) the railway and the surrounding mountains. They seem to get a lot of pleasure __24__ its slow speed. For __25__ (fan) of this train, being slow is actually a good thing. As these people say, “slow” has four letters, so has life; “speed” has five letters, so has death.‎ B I think my memory is good. I use a simple trick to remember people’s names __26__ (clear). When I meet someone and hear the person’s name, I imagine that I can see the name __27__ (write) on the person’s face. So the next time I see that person I also see the name on his or her face, and that is __28__ I never forget a name. When I have to memorize things for school, I walk up and down in the room, __29__ (read) the notes aloud. The methods are very effective and I __30__ (use) them for many years. Compared with me, my brother has a very bad memory. He never remembers his promises. I always have to remind him.‎ 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。‎ Bradley’s Bicycle When our son Bradley was ten, the new bicycle he had received earlier that year was missing. Having a bike was a big deal to our children. They spent hours and hours on their bikes, __11__ up and down the footpath, and at the front of the house. We also rode as a __12__ at holidays, when all the members enjoyed staying together. Bicycling was a great way to get the kids out of the house and into the fresh air __13__ spending any money.‎ Bradley discovered that his bicycle had been __14__ from our backyard when he and his sister went outside for a morning ride. He couldn’t __15__ that someone would do this. __16__, none of the other bicycles were touched and nothing else was missing.‎ Bradley painted a sign (告示) on a large piece of cardboard, __17__ for the bicycle to be returned, and __18__ it to the letterbox. The following morning, when I went out to collect the mail, I found a white __19__ with the magical words, “Buy yourself a new bike.” It took me a little while to __20__ what it was inside it. It was a $100 banknote.‎ We were very __21__ that someone had the heart to do this. We’ve never been able to thank ‎ the person but we __22__ that it may have been one of our wonderful neighbors. Bradley painted a big “Thank you” on the sign and we __23__ it outside for a couple of weeks afterwards in case it was someone who drove down our street.‎ Bradley was able to __24__ a new bicycle. As the years went on, bicycles became bigger and more expensive but remained just as __25__ for those family bicycle rides. Now the kids have grown up and cars have __26__ their bicycles. Bradley is twenty-five this year. Sometimes I __27__ the days when receiving a bicycle was the best thing in the world to them.‎ All these years later we are still grateful to that incredibly kind __28__. A young boy’s sorrow turned to joy when he got his __29__. We were a young family with three little children and it meant a lot to us. We still talk about it and, even now, __30__ who actually gave us the help.‎ ‎31. A. walking B. flying C. jumping D. riding ‎32. A. family B. club C. staff D. department ‎33. A. against B. before C. without D. except ‎34. A. charged B. stolen C. returned D. saved ‎35. A. remember B. promise C. explain D. believe ‎36. A. Strangely B. Hopefully C. Typically D. Normally ‎ ‎37. A. applying B. begging C. heading D. searching ‎38. A. handed B. dropped C. tied D. covered ‎39. A. envelope B. flag C. notice D. board ‎40. A. adjust B. commit C. declare D. realize ‎41. A. ashamed B. scared C. touched D. confused ‎42. A. ignore B. suspect C. admit D. understand ‎43. A. threw B. lost C. sent D. left ‎44. A. own B. earn C. copy D. seek ‎45. A. flexible B. important C. secure D. comfortable ‎46. A. affected B. combined C. replaced D. defeated ‎47. A. miss B. follow C. count D. recommend ‎48. A. guide B. host C. stranger D. neighbor ‎49. A. prize B. wish C. chance D. view ‎50. A. check B. predict C. doubt D. wonder 第三部分：阅读理解（共两节，40分）‎ 第一节（共15小题；每小题2分，共30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 The Basics of Math—Made Clear Basic Math introduces students to the basic concepts of mathematics, as well as the fundamentals of more tricky areas. These 30 fantastic lectures are designed to provide students with an understanding of arithmetic and to prepare them for Algebra(代数) and beyond.‎ The lessons in Basic Math cover every basic aspect of arithmetic. They also look into exponents(指数), the order of operations, and square roots. In addition to learning how to perform various mathematical operations, students discover why these operations work, how a particular mathematical topic relates to other branches of mathematics, and how these operations can be used practically.‎ Basic Math starts from the relatively easier concepts and gradually moves on to the more troublesome ones, so as to allow for steady and sure understanding of the material by students. The lectures offer students the chance to “make sense” of mathematical knowledge that may have seemed so frightening. They also help students prepare for college mathematics and overcome their anxiety about this amazing—and completely understandable—field of study.‎ By the conclusion of the course, students will have improved their understanding of basic math. They will be able to clear away the mystery(神秘性) of mathematics and face their studies with more confidence than they ever imagined. In addition, they will strengthen their ability to accept new and exciting mathematical challenges.‎ Professor H. Siegel, honored by Kentucky Educational Television as “the best math teacher in America,” is a devoted teacher and has a gift for explaining mathematical concepts in ways that make them seem clear and obvious. From the basic concrete ideas to the more abstract problems, he is master in making math lectures learner-friendlier and less scary.‎ With a PhD in Mathematics Education from Georgia State University, Dr. Siegel teaches mathematics at Central Arizona College. His courses include various make-up classes and a number of lectures for future primary school teachers.‎ If the course fails to provide complete satisfaction to you, you can easily exchange it for any other course that we offer. Or you can get your money back.‎ ‎51. What does the course Basic Math mainly cover?‎ ‎ A. Algebra. B. College Mathematics.‎ ‎ C. Arithmetic. D. Mathematics Education.‎ ‎52. What benefits can students expect from Basic Math?‎ ‎ A. Stronger imaginative ability.‎ ‎ B. Additional presentation skills.‎ ‎ C. More mathematical confidence.‎ ‎ D. Greater chances of becoming teachers.‎ ‎53. What can we learn about Professor H. Siegel?‎ ‎ A. He is a guest lecturer at Kentucky Educational Television.‎ ‎ B. He is to deliver 30 lectures in Basic Math.‎ ‎ C. He works in Georgia State University.‎ ‎ D. He specializes in training teachers.‎ ‎54. Where is the passage most likely to have been taken from?‎ ‎ A. A news report. B. A book review ‎ C. A lesson plan. D. An advertisement B Peanuts to This Proudly reading my words, I glanced around the room, only to find my classmates bearing big smiles on their faces and tears in their eyes. Confused, I glanced toward my stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide myself. “What could be causing everyone to act this way?”‎ Quickly, I flashed back to the day Miss Lancelot gave me the task. This was the first real talk I received in my new school. It seemed simple: go on the Internet and find information about a man named George Washington. Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before. As I searched the name of this fellow, it became evident that there were two people bearing the same name who looked completely different! One invented hundreds of uses for peanuts, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I called my grandfather for a golden piece of advice; flip (掷) a coin. Heads—the commander, and tails—the peanuts guy. Ah! Tails, my report would be about the great man who invented peanut butter, George Washington Carver.‎ Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lowered the paper and sat down at my desk, burning to find out what I had done wrong. As a classmate began his report, it all became clear, “My report is on George Washington, the man who started the American Revolution.” The whole world became quite! How could I know that she meant that George Washington?‎ Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and I believed I deserved a second chance. Consequently, I threw myself heartily into my work for the rest of the school year. Ten months later, that chance unfolded as I found myself sitting in the headmaster’s office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the embarrassing moment at the beginning of the year as the headmaster informed me of my option to skip the sixth grade. Justice is sweet!‎ ‎55. What did the author’s classmates think about his report?‎ A. Controversial. B. Ridiculous.‎ C. Boring. D. Puzzling.‎ ‎56. Why was the author confused about the task?‎ A. He was unfamiliar with American history.‎ B. He followed the advice and flipped a coin.‎ C. He forgot his teacher’s instruction.‎ D. He was new at the school.‎ ‎57. The underlined word “burning” in Para. 3 probably means _______.‎ A. annoyed B. ashamed C. ready D. eager ‎58. In the end, the author turned things around _______.‎ A. by redoing his task B. through his own efforts ‎ C. with the help of his grandfather ‎ D. under the guidance of his headmaster C Decision-making under Stress A new review based on a research shows that acute stress affects the way the brain considers the advantages and disadvantages, causing it to focus on pleasure and ignore the possible negative (负面的) consequences of a decision.‎ The research suggests that stress may change the way people make choices in predictable ways.‎ ‎“Stress affects how people learn,” says Professor Mara Mather. “People learn better about positive than negative outcomes under stress.”‎ For example, two recent studies looked at how people learned to connect images(影像) with either rewards or punishments. In one experiment, some of the participants were first stressed by having to give a speech and do difficult math problems in front of an audience; in the other, some were stressed by having to keep their hands in ice water. In both cases, the stressed participants remembered the rewarded material more accurately and the punished material less accurately than those who hadn’t gone through the stress.‎ This phenomenon is likely not surprising to anyone who has tried to resist eating cookies or smoking a cigarette while under stress –at those moments, only the pleasure associated with such activities comes to mind. But the findings further suggest that stress may bring about a double effect. Not only are rewarding experiences remembered better, but negative consequences are also easily recalled.‎ The research also found that stress appears to affect decision-making differently in men and women. While both men and women tend to focus on rewards and less on consequences under stress, their responses to risk turn out to be different.‎ Men who had been stressed by the cold-water task tended to take more risks in the experiment while women responded in the opposite way. In stressful situations in which risk-taking can pay off big, men may tend to do better, when caution weighs more, however, women will win.‎ This tendency to slow down and become more cautious when decisions are risky might also help explain why women are less likely to become addicted than men: they may more often avoid making the risky choices that eventually harden into addiction.‎ ‎59. We can learn from the passage that people under pressure tend to ______.‎ ‎ A. keep rewards better in their memory ‎ B. recall consequences more effortlessly ‎ C. make risky decisions more frequently ‎ D. learn a subject more effectively ‎60. According to the research, stress affects people most probably in their ______.‎ ‎ A. ways of making choices B. preference for pleasure ‎ C. tolerance of punishments D. responses to suggestions ‎61. The research has proved that in a stressful situation, ______.‎ ‎ A. women find it easier to fall into certain habits ‎ B. men have a greater tendency to slow down ‎ C. women focus more on outcomes ‎ D. men are more likely to take risks D Wilderness ‎“In wilderness(荒野) is the preservation of the world.” This is a famous saying from a writer regarded as one of the fathers of environmentalism. The frequency with which it is borrowed mirrors a heated debate on environmental protection: whether to place wilderness at the heart of what is to be preserved. ‎ As John Sauven of Greenpeace UK points out, there is a strong appeal in images of the wild, the untouched; more than anything else, they speak of the nature that many people value most dearly. The urge to leave the subject of such images untouched is strong, and the danger exploitation(开发) brings to such landscapes(景观) is real. Some of these wildernesses also perform functions that humans need—the rainforests, for example, store carbon in vast quantities. To Mr.Sauven, these ”ecosystem services” far outweigh the gains from exploitation.‎ Lee Lane, a visiting fellow at the Hudson Institute, takes the opposing view. He acknowledges that wildernesses do provide useful services, such as water conservation. But that is not, he argues, a reason to avoid all human presence, or indeed commercial and industrial exploitation. There are ever more people on the Earth, and they reasonably and rightfully want to have better lives, rather than merely struggle for survival. While the ways of using resources have improved, there is still a growing need for raw materials, and some wildernesses contain them in abundance. If they can be tapped without reducing the services those wildernesses provide, the argument goes, there is no further reason not to do so. Being untouched is not, in itself, a characteristic worth valuing above all others.‎ I look forwards to seeing these views taken further, and to their being challenged by the other participants. One challenge that suggests itself to me is that both cases need to take on the question of spiritual value a little more directly. And there is a practical question as to whether wildernesses can be exploited without harm.‎ This is a topic that calls for not only free expression of feelings, but also the guidance of reason. What position wilderness should enjoy in the preservation of the world obviously deserves much more serious thinking.‎ ‎62. John Sauven holds that_____.‎ ‎ A. many people value nature too much ‎ B. exploitation of wildernesses is harmful ‎ C. wildernesses provide humans with necessities ‎ D. the urge to develop the ecosystem services is strong ‎66. What is the main idea of Para. 3?‎ ‎ A. The exploitation is necessary for the poor people.‎ ‎ B. Wildernesses cannot guarantee better use of raw materials.‎ ‎ C. Useful services of wildernesses are not the reason for no exploitation.‎ ‎ D. All the characteristics concerning the exploitation should be treated equally.‎ ‎64. What is the author’s attitude towards this debate?‎ ‎ A. Objective. B. Disapproving.‎ ‎ C. Sceptical. D. Optimistic.‎ ‎65. Which of the following shows the structure of the passage?‎ ‎ A. B. ‎ ‎ C. D. ‎ CP: Central Point P: Point Sp: Sub-point(次要点) C: Conclusion 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。选项中有两项为多余选项。‎ Gardening 380 Kilometers above Earth Astronauts have to go through physical, psychological, and technical training. They also go through training in how to care for plants. These “astronaut gardeners” share their work and living space with plants.‎ Taking seeds and plants along on a trip isn’t a new idea. As space trips become longer, it will be necessary to grow food in space. ___46___ Because of this, it’s not practical to send everything needed for a long journey, only to be used once and thrown away. ‎ Plants can serve many uses on a space journey. They can provide more fresh things. ___47___ Also, plants can help to make air quality better because they produce oxygen. They can improve the quality of the air inside the spacecraft—the only air the astronauts can breathe. ‎ ‎___48___ Due to the lack of gravity in space, the oxygen that the plants produce stays around the plants. This can actually kill them, so fans are needed to circulate the air. Without ‎ gravity, roots don’t “know” to grow down, leaves don’t “know” to grow up, and water doesn’t easily travel up the roots to the leaves. ___49___ Besides, soil is too heavy to send to space, and special liquid gels (胶) are used to help plant growth.‎ Scientists are also working on the plants themselves. They are trying to make plants grow more rapidly and grow with less water and light in space, and they are looking for ways to make plants more resistant to disease. ___50___ Imagine that deserts may one day provide lots of fresh food for local people, saving transportation costs. Similarly, plants that are resistant to disease could provide an important food supply. With the world’s population now at seven billion (十亿) people, our astronaut gardeners may help discover ways to feed those billions.‎ A. Every plant grown in space must have several uses.‎ B. However, there are challenges with growing plants in space.‎ C. Such methods may result in improvements back here on Earth.‎ D. The cost of taking anything into space is about $22,000 per kilogram.‎ E. Specialized containers are being developed to help the plants grow correctly.‎ F. Astronauts will welcome the addition of fruits and vegetables to their diet of dry foods.‎ G. Currently all oxygen is taken aboard in tanks and then caught again so it can be reused.‎ 第四部分：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。英国交换生Jim在给你的邮件中提到他对你校的学生社团非常感兴趣，计划下学期参加其中一个。他向你征询建议。请给他回邮件，内容包括：‎ ‎1. 推荐的社团;‎ ‎2. 推荐的理由；‎ ‎3. 建议他做哪些准备。‎ 注意：1. 词数不少于50；‎ ‎2. 开头和结尾已给出，不计入总词数。‎ Dear Jim,‎ ‎_______________________________________________________________________________‎ ‎_______________________________________________________________________________‎ ‎_______________________________________________________________________________‎ Yours,‎ Li Hua ‎（请务必将作文写在答题卡指定区域内）‎ 第二节 （20分）‎ 假设你是红星中学高三学生李华。请根据以下四幅图的先后顺序，介绍上周末你陪同交换生游览长城的完整过程，并以“Our Trip to the Great Wall”为题，给校刊“英语角”写一篇英文稿件。词数不少于60。‎ Our Trip to the Great Wall ‎_____________________________________________________________________________‎ ‎（请务必将作文写在答题卡指定区域内）‎