2024—2025學(xué)年新疆烏魯木齊市第二中學(xué)高三上學(xué)期12月聯(lián)考英語試卷

一、閱讀理解(★★)GapyearprogramsInterestingapyearsisincreasing.Gapyearprogramsofferdiverseopportunitiesforstudentstogainvaluableexperiencesduringtheirtimeofffromtraditionaleducation.DiscoverYearDiscoveryear.caIna10-monthprogram,studentsgetlifetrainingeverycoupleweeks,learnskillslikefinancialplanning,completecommunityserviceprojects,takefieldtripstoworkplacesandschools.Whilesomeofthecurriculumsareofferedvirtually,otherelementsarein-person.Completingtheprogramremotelyisanoption,buttheystronglyencourageparticipantstoattendaweek-longget-togetherandintroductionsessioninOttawaatthebeginningoftheprogram.KatimavikKatimavik.orgKatimavik’sFuturePerfectisa14-weekprogramwhereparticipantsobtainsalariedemploymentinthetourismindustryinaCanadiancity,aswellasfreeaccommodations,homephoneandInternet,trainingandworkshops.Travelexpensesarealsocovered.TheprogramisopentoCanadiancitizensandpermanentresidentsaged18to30.ProjectsAbroadProjects-abroad.caInProjectsAbroad,studentsvolunteerinorganizedconservationprojects,suchasGiraffe&.LionConservationinKenya,andhealthandeducationoutreachprograms,aswellassightseeonthreecontinents-SouthAmerica,EastAfricaandAsia.TheprogramrunsfromSeptembertoMarchandincludestimeforindependenttravel.Forstudentswhocan’tcommittosevenmonthsaway,6-to10-weekGapSemesterprogramsarealsoavailable.GVICanadaGvicanada.caGVICanadaarrangesvolunteertripsspecificallyalignedwiththeUnitedNations’SustainableDevelopmentGoals.Studentscaneasilyfindonethatmatchestheirinterestandcareeraspirations,whetherthat’sconservation,education,publichealthorgenderequality,suchasan8-weektriptoThailandtohelpwithaconservationprojectforelephantsandseaturtles,andagender-equalityprojectforaslittleasoneweekinCambodia.1.WhatcanyoudointheDiscoverYear?

A．Receivelifecoaching.B．Takeonlinecoursesonly.C．StudyinOttawafortenmonths.D．Gosightseeingonfourcontinents.2.Whichwebsitecanyouvisitifyou’reinterestedinpaidwork?

A．Discoveryear.ca.B．Katimavik.org.C．Projects-abroad.ca.D．Guicanada.ca.3.WhatdoProjectsAbroadandGVICanadahaveincommon?

A．Theybothofferguidedtours.B．Theybothinvolveanimalprotection.C．Theybothhavethesameduration.D．TheybothreceivesupportfromtheUnitedNations.(★★★)AsthehometownofancientChina’smostfamoustraveler,XuXiake,Jiangyinhasbecomeamoderndestinationfortravelersfromaroundtheworld.SuchcontemporaryattractionsasanextremelyrichvillageinChina,ahorsemuseumandtraditionalneighborhoodsattractpeopletotheexplorer’shometown.ButancientadventurerandgeographerXuXiakeremainsamaindraw.Thecounty-levelcityinJiangsuProvinceannuallycelebratesthebirthanniversaryoftheexpertintheMingDynasty,whosebook,TheTravelDiariesofXuXiake,isstillwidelyread.Xuspentoverthreedecadestravelingthroughout16imperialprovinces,describinghisexplorationsindetail.Hisdiariesbelongtotheancientcategoryof“travelliterature”thatisknownnotonlyfortakingtravelasitssubjectbutalsodescribingtheauthor’sexperienceswithnarrativeprose.Xuwasborntoawealthyfather,whopreferrednaturetopowerandparticularly,landscapesoverofficialpositions.Hetookafterhisdadandenjoyedbooksonhistory,geographyandadventure.HeespeciallyenjoyedreadingaboutChina’smountainsandrivers.Duringhischildhood,hedecidedhewouldseethemhimselfwhenhegrewup.Hetooktheimperialexamatage15,butfailed.Hisfatherencouragedhimtostudyoutofinterestratherthanadesireforstatus.Xu’sdaddiedwhenhewas19.Asason,heremainedinJiangyinoutoffilialpiety(孝道)untilage22,whenhesetofftodiscovertheoutsideworld,withhismother’sblessings.Xunotonlyrecordedhisexperiencesbutalsodocumentedsuchgeographicalandtopicalfeaturesasgorgesandmineralbedswithscientificaccuracy.HeiscreditedwithdiscoveringtheYangtzeRiver’sheadwaters.PeopleoftenvisithisformerresidenceinJiangyin.SomevaluablepassagesfromTheTravelDiariesofXuXiakehavebeenwrittenonthestonetablets.4.WhydoestheauthormentionJiangyininparagraph1?

A．Toshowitsfriendlypeople.B．Toattractmoreadventurers.C．Tointroduceahistoricalfigure.D．Tohighlightitseconomicproperty.5.WhatdoweknowaboutTheTravelDiariesofXuXiake?

A．Itisabookreview.B．Itcoverspersonalexperiences.C．Itaimstorecordworksofliterature.D．ItmainlydescribesthehistoryofJiangyin.6.WhichoftellfollowingcanbestdescribeXu’sfather?

A．Conservativeandshallow.B．Strictanddemanding.C．Generousandhumorous.D．Lovingandinspiring.7.Whatdoesthelastparagraphconvey?

A．Xu’scontributionishighlyrecognized.B．Xu’sformerresidenceisrecorded.C．Xu’sbookisdifficulttounderstand.D．Xu’sdiscoveryislimited;(★★★)Beitanarchedeyebrow,ashakenheadoraraisedfinger,humanswordlesslycommunicatecomplexideasthroughgestureseveryday.Thisabilityisrareintheanimalkingdom,havingbeenobservedonlyinprimates.Scientistsnowmightbeabletoaddafeatheredfriendtotheclub.ResearchershaveobservedJapanesetits(山雀)makingwhattheycallan“afteryou”gesture:Abirdflutters(拍)itswings,cuingitsmate(配偶)toenterthenestfirst.Thefindings,reportedinCurrentBiology,showthatJapanesetitsnotonlyusewingflutteringasasymbolicgesture,butalsoinacomplexinteractioninvolvingasender,receiverandaspecificgoal,muchlikehowhumanscommunicate.ResearchershavebeenlisteninginonthecallsofJapanesetitsforover17years.Duringtheirextensivetimeinthefield,theynoticedthatJapanesetitsbringingfoodtothenestwouldsometimesrestonabranchandfluttertheirwings.Atthatpoint,theirmateswouldenterthenestwiththefluttererclosebehind.Thisledthemtoinvestigatewhetherthisbehaviorfulfillsthecriteriaofgestures.Theythenobservedeightmatedpairsmake321tripstotheirnests.Apatternquicklyemerged:Femalesflutteredtheirwingsandthenthemaleswentfirst.Thebirdsalso“neverfluttertheirwingswhentheyvisitthenestalone”.Flutteringhappensonlywhenbirdsareinthecompanyoftheirmates,andtheyseemtodirecttheirflutteringattheirmateratherthanatthenestentrance.ThisobservationsuggeststhattheJapanesetitsaren’tpointing—asimplegesturethat’sbeenseeninbirds,likemagpiesandravens,before,andismeantonlytodirectattention—butratherarecommunicatingacomplexmessage.Gesturingbythenestinsteadofcallingmayhelpthebirdsavoidattractinghunters,theresearchersexplain.Theresearchersnextwanttofindouthowwingflutteringfitsintothetits’largercommunication.“Inhumans,gesturesareusedincombinationwithspokenlanguage,”theysay.“Weareinterestedinunderstandingmessagescreatedbythecombinationofgesturalandvocalcommunicationinanimals.”8.WhatdotheresearchersfindaboutthewingflutteringofJapanesetits?

A．ItisJapanesetits’randombehavior.B．IthelpsJapanesetitsmakesound.C．Itisusedinsocialcontexts.D．Itdirectsattentiontofood.9.WhymightJapanesetitsfluttertheirwingsinsteadofcallingnearthenest?

A．Toensuretheirsecurity.B．Toconservetheirenergy.C．Toimprovematingsuccess.D．Tofindthecorrectdirection.10.Whatwilltheresearchersdonext?

A．Comparegestureswithspokenlanguages.B．Researchbodylanguagesofotherspecies.C．Uncoverhowhumangesturesdifferfrombirds’.D．Explorehowanimalsintegrategestureswithsounds.11.Whatcanbethebesttitleforthetext?

A．JapaneseTitsandTheirNestingBehaviors.B．Birds,Too,InteractingwithBodyLanguage.C．TheRoleofGesturesinAnimalKingdom.D．AvoidingDangers:SurvivalBasicsofBirds.(★★★)Inrecentyearstheproductionofblades(葉片)forwindturbines(風(fēng)力渦輪機(jī))hasundergonearevolution,asitwere.Asturbineoutputisrelatedtothesquareofbladelength,thishasalsoincreasedhowmuchpowercanbeproduced.Butthere’sahitch.Today’slongestbladeshavebecometoobigtobedeliveredtoinlandwindfarms.Theycanbetakenonlybyshiptooffshoresites,wherebuildingcostsarefarhigher.Logisticsspecialistshaveconsequentlybeenraisingtheirgame.Truckswith“blade-lifter”hydraulics(液壓裝置)canrotate(旋轉(zhuǎn))theirloadtoreducedisplacementonturns,ausefultrickinhillyplaceswithoutoverheadobstacles.Thepastdecadehasalsoseenthedevelopmentofhighlyaccurate“sweptpathanalysis”software.Fedwithadigitalmodelofatransportcorridor,treebranchesincluded,thesoftwarereveals—towithinafewcentimetres—ifabladecouldgetthrough.Forallthat,problemsstillarise.Duringthemanymonthsitcantaketosecuretransportpermits,treesgrowandnewobstaclesareoftencreated.Producingthebladesonsitehassofarprovedimpractical.Inadditiontointroducingpotentialfailurepoints,thejointsareexpensiveandheavy.Theyalsoreducewind-harnessingsurfaceareabyabout15%.Oneideaisto3D-printbladesatwindfarms.ASiliconValleyfirmhas$1.3minfunding.Ifallgoeswell,thecompanyhopestoproducea50-metrebladeinlate2025.3D-printedbladesof100metrescouldfollowby2028.Thebossofthefirmestimateson-siteprintingwouldcutdevelopers’totalcostforbladesbyaquarter.Thewindpowerindustryspendsanastonishing7%orsoofitscapitalexpendituresonmovingblades.Evenexpensive,long-shotattemptstofindabetterway,then,couldproveworththeeffort.12.Whatdoestheunderlinedword“hitch”inparagraph2mean?

A．Improvement.B．Advantage.C．Challenge.D．Disorder.13.Howwerethewindturbinestransportedinthepast?

A．Byusingtruckswithspecialdevicestochangethepositionofturbines.B．Byreducingtheloadofthetruckstomaketurns.C．Byapplyingsoftwaretothebigtreesdetection.D．Bymakingdigitalmodelsofthelargeblades.14.Whatisthesuggestionaboutaddressingthetransportationofturbineblades?

A．Printingthebladeson-siteatwindfarms.B．Usinglightermaterialstoproducetheblades.C．Increasingthenumberoftransportpermits.D．Reducingthelengthoftheturbineblades.15.Whatistheauthor’sattitudetotheeffortstoimprovethetransportationofblades?

A．Ambiguous.B．Supportive.C．Cautious.D．Doubtful.(★★★)Teachersarealwayswonderinghowtoconnectwithstudents.Themainthingstorememberaregenuinenessandauthenticity(真實(shí)性).16Theycanalsosensewhensomeonetrulycares.Eagerformore?Herearesomewaystoauthenticallyconnectwithstudents.Gettoknowyourstudents.17Gettingtoknowthemaspeopleoutsideoftheclassroomwallswillhelpthemfeelvaluedandseen.Studentslovetoseeteachersattheirsportingevents.Attendingthosethingsisnotalwayspossible,butteacherscanstopbyotherclassestoseePEactivitiesorartprojects.Letstudentschoosetheirmorninggreetings.Everyonelikestofeelwelcome,andgreetingstudentsatthedoorhelpsbuildpositiverelationshipsandaclassroomcommunity.Teachersgetalotofinformationaboutstudentswhentheyentertheclassroom.18Withspecialgreetingsatthedoor,givestudentsasenseofbelongingandaroutinetheycancounton.Downloadsomeideastotrywithyourstudents.19Teachersgenuinelywanttofeelconnectedtotheirstudents.It’scommonknowledgethatrelationshipsmakeallthedifferenceintheclassrooms.That’swhyteacherssaytheyteachchildrenratherthanaspecificcontentarea.Asupportiveandengaginglearningenvironmentdependsonasenseofcommunity,makingitcriticaltotakethetimetobuildrelationships.Givemeaningfulfeedback.Constructive,specific,andsupportivefeedbackiscriticalforlearningandacademicgrowth.Studentswantfeedbacktheycanuse.Theyalsoneedtohaveabondwiththeteacherbuiltonhonestyandtrusttoreceiveandactonthatfeedback,especiallywhenthatinformationmightfeelharsh(難聽的).20

A．Havetherightmindset.B．Takestepstobuildaclassroomcommunity.C．Studentsknowwhensomeoneisbeinghonestwiththem.D．It’seasytotellifsomeoneishappyorhavingaroughday.E．Allstudentshavedifferentinterest,andtheirfamilieslookdifferent,too.F．Apositiveconnectionhelpsthemtoseeitasconstructiveandhelpfulinstead.G．Whenstudentsfeelseenandheard,thebenefitsgobeyondimprovingthelearningexperience.二、完形填空(★★★)IcanrememberwhenIwasachildingradeschool,myparentswouldattendtheParentTeacherAssociationmeetings.Istayedathome_________inmyboots,fearfulofwhatmyteachershadtosayaboutme.Whenthey_________homemyfatherwouldsay,“Iaskedhowyouweredoinginclass.YourteachersaidBobisacharmer(有吸引力的人).”I’dsmileandsighwith_________.“You’requiteacharacter,Bob,”mymotherwouldalsotellme.So,formostofmylifeIthoughtbeingacharacterwasthemost_________andmeaningfulthing.Thenoneday,I_________someonetalkaboutmyreputation.It’snotasgoodasIthoughtitwas.Mostlikely_________tosomeextent,butitwasnotsomethingI’dwantmyparentstohear.Isuddenly_________thatbeingacharacterwasn’tasgoodashavingagreatreputation.“WhatkindofreputationdoIwant?”Iaskedmyselfthatday.DuringadiscussionIwas_________inoneday,amanmadeaverystrongpoint,onethatlitthefireandsparkedthe_________formetomakechangesinmylife.He__________afamoussaying,“Bemoreconcernedwithyourcharacterthanyourreputation,becauseyourcharacteriswhatyoueventuallyare,whileyourreputationismerelywhatothersbelieveyouare.”ItwasthenIreally__________up.Reputationissomeone’s__________ofwhotheythinkyouare.Howtheyseeyouisbasedontheir.__________,prejudices,andpersonalexperiences.__________,beofgoodcharacteranddon’tworrywhatothersthink.Forifanyone__________apersonofgoodstandingandcharacter,thefaultlieswiththeirjudgment.21.A．shakingB．jumpingC．dancingD．exercising22.A．paintedB．movedC．returnedD．passed23.A．excitementB．a(chǎn)ngerC．disappointmentD．relief24.A．shamefulB．difficultC．importantD．useless25.A．madeB．heardC．helpedD．felt26.A．realB．scaryC．decentD．refreshing27.A．forgotB．imaginedC．complainedD．discovered28.A．strictB．weakC．involvedD．experienced29.A．negotiationB．principleC．cooperationD．desire30.A．a(chǎn)nsweredB．downloadedC．quotedD．published31.A．shutB．grewC．stayedD．stood32.A．qualificationB．a(chǎn)ppreciationC．resignationD．interpretation33.A．judgmentsB．memoriesC．contributionsD．a(chǎn)chievements34.A．SimilarlyB．ConsequentlyC．FortunatelyD．Recently35.A．putsupwithB．thinksillofC．getsalongwithD．dropsinon三、語法填空(★★★)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。Huizhoucarvings-madeofwood,brick,andstone-havebeenanimportantpartoftheregion’sarchitecturesincetheMingDynasty.Eachmaterialhaditsownuse:Stonecarvingswereoftenfoundatthebasesofgateways,brickcarvingsdecorateddoorwayswith36(detail)patterns,andwoodcarvingswereusedonwindowsandfurniture.Amongthese,woodcarvingsstoodoutfortheirfinedetailsandabilitytoshowlifelikescenes,37(make)themthemostcelebratedformofHuizhoucarvings.Huizhouwoodcarvingreflectsnotonlytheskillbutalsothevalues,hopes,anddreamsofitsmakersandowners.Forexample,carvingsmightshowstoriesoffamily38(loyal),wishesforwealth,ordreamsofsuccess.KuaiZhenghua,39isa62-year-oldexpertandculturalheritageinheritorfromHuangshaninAnhuiProvince,40(restore)oldwoodcarvingsfordecades.Kuaiexplainsthateachcarvingtellsastory,often41(inspire)byChinesehistoryandlegends.Andheusessmallfeatures,likeclothingorgestures,42(understand)itsmeaning.KuaisaysthatHuizhouwoodcarvingcombinessimpleshapeswithfineelements,creating43uniqueandtimelessmasterpiece.Hisstudents,like29-year-oldTangShuhui,aredevoted44carryingonthiscraft,mixingoldtechniqueswithmoderntools45(skillful)tokeepthetraditionaliveforfuturegenerations.四、書信寫作(★★★)46.假定你是李華，你校英文報(bào)決定減少刊登音樂方面的內(nèi)容，你認(rèn)為這種做法存在問題。請(qǐng)你給該報(bào)主編寫一封郵件，內(nèi)容包括：1.反饋問題；2.提出建議。注意：1.寫作詞數(shù)應(yīng)為80個(gè)左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。DearEditor-in-chief,___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHua五、書面表達(dá)(★★★★)47.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。Aftermovingintotheschooldormitorylastyear,IdevelopedhabitsIneverthoughtI’dcareabout.Atfirst,theywerejustrules-strictrules.Turningofflightswhenleavingaroom,keepingshowersshort,andavoidingwastingwaterseemedlikeminorannoyances.Breakingthemdidn’tcomewithpunishment,butthesocialpressurewasenoughtomakeeveryoneobey.Itfeltwrongtowasteresourceswhenwewereallsharingthesamelimitedsupplies.Overtime,theserulesstoppedfeelinglikechoresandstartedmakingsense.Conservingresourceswasn’tjustaschoolpolicy;itbecameapartofhowIlived.Bythetimewinterbreakrolledaround.IrealizedhowmuchI’dchanged.Goinghomeforthefirsttimesincethestartoftheschoolyearwasexciting.Ihadmissedmyparents,myyoungersisterMia,andthecomfortofourwarmlittlehouseon