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2020届北京市朝阳区高三上学期期末考试英语试题

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2021-02-02 11:54
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2021年2月2日发(作者:finder)




C


2020


年北京市朝阳区高三期末英语试卷




第二部分:知识运用(共两节,


45


分)



The debate (7)


junk food in schools has gone for many years, and


people on both sides feel very strongly.


Some people believe junk food, such as candy, cookies, potato chips, and


soda, (8)



(taste) good, but


it’s


not good for the human body. This is (9)



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。




they have made an effort to ban it from schools. They think taking junk


Others, however, believe this kind of ban doesn’t make much of a difference.


food out of schools will make kids healthier.


A


To celebrate his sixtieth birthday,


Devon’s father organized a family vacation



to Alaska. On the long northward flight, Devon (1)


(think) that


she


would


Instead of banning junk food, they suggest students should be given choices


between healthy and unhealthy ones. (10)




(learn) to make healthier


choices on their own is an important part of growing up.


have preferred a tropical (


热带的


) island. But she changed her mind on their third


day, (2)


they hiked out onto Root Glacier (


冰川


) with a guide. Standing


inside an ice cave beneath the glacier’s surface, Devon stared in amazement at


the glowing neon (



) blue of the glacial ice surrounding her. This was (3)



(definite) worth the trip!


B


While bottled water is convenient, it is also really bad for the environment.


Not only does it create rubbish, but it also uses more resources because it (4)




(ship) to the shore. To be more eco-friendly, make it a habit (5)





(carry) a reusable water bottle with you everywhere so that you can drink water


on the go. Plastic bottles are usually the (6)


(light) and most convenient.


You


can also find glass water bottles that are a great choice if don’t like using


plastic.



2




第二节



完形填空(共



20


小题;每小题



1.5


分,共



30


分)



New Distractions (


使人分心的事


)


Madeline’s


family


vacation


to


the


beach


was


usually


the


highlight


of


her


summer.


This


year,


however,


her


parents


announced


a


new


(11):


no


phones allowed for the entire week. “No distractions,” th


ey said.


“But my friends


will be


(12) updates,” Madeline protested.


“They’ll


have to


(13),” her mom


said.


“What if something bad happens?” Madeline


changed her


(14).


Her


mom shook her head as she opened a drawer.


Madeline saw that her parents’


phones were already in it. Madeline had to


(15) her phone in, too.


The drive to the beach house took most of the day. That night after dinner,


Madeline wandered into the kitchen, where her father was


(16) dishes.


“Still hungry?”


he asked.


“No,” she answered. Then she gave


him a


(17) look and said in her


sweetest voice,


“Couldn’t


I have my phone back? Just so I can tell everyone what


a(n)


(18) time


I’m



having?”



“Can’t,” he said. “It’s not


here. Remember?


(19) out the bookcase in


the living room,” he suggested. “Might find something


you


like.”



She walked into the living room and spotted a jigsaw puzzle (


拼图玩具


) on


the bookcase. She took it, put the pieces on the table, and began to


(20)


them.


After what seemed like minutes, she looked up. It was past ten


o’clock.


She


had been


(21) for almost two hours! The puzzle was less than half done.


It would have been


nice to


(22) a picture of the puzzle with her friends,


she thought.


The next morning, a golden sun was rising over the blue ocean. The sky was


cloudless. The scene


(23) Madeline of a photo that Brandi had shared.


Her friends had oohed and ahhed over it. This view was even better. It would leave


everyone


(24).


Madeline’s


hand


(25) to the bedside


table, but


there was nothing there.



3



That evening, Madeline lost herself in the jigsaw puzzle again. She felt a little


excited every time


the shapes


(26).


Soon,


all


that


were left


were a few


gaps. She quickly put the remaining pieces into place. The puzzle was




(27).


She stepped back to


(28) the finished puzzle. The picture showed an


old painting of several farmhands working in a brown field and there was a giant


rainbow arching across the sky.


Madeline enjoyed the puzzle for a few minutes, trying to



(29)


the


image


in


her


mind. Then,


she


quietly


started


taking


it


(30).


That,


she


thought, was just for me.


11.



12.



13.



14.



15.



16.



17.



18.



19.



20.



21.



22.



23.



24.



25.



26.



27.



28.



29.



30.



A. rule


A. providing


A. wait


A. behaviour


A. bring


A. serving


A. curious


A. limited


A. Pick


A. collect


A. reading


A. share


A. warned


A. speechless


A. rolled


A. moved


A. clear


A. recognize


A. preserve


A. away


B. result


B. expecting


B. guess


B. strategy


B. hide


B. preparing


B. serious


B. amazing


B. Figure


B. sort


B. thinking


B. draw


B. reminded


B. hopeless


B. pointed


B. changed


B. separate


B. resolve


B. present


B. down


C. date


C. considering


C. search


C. mind


C. push


C. washing


C. strange


C. boring


C. Clean


C. mix


C. working


C. explain


C. convinced


C. amused


C. shot


C. met


C. complex


C. appreciate


C. create


C. over


D. discovery


D. selecting


D. judge


D. mood


D. drop


D. cooking


D. loving


D. ordinary


D. Check


D. examine


D. watching


D. discuss


D. persuaded


D. confused


D. rose


D. gathered


D. complete


D. describe


D. improve


D. apart



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)



A


Membership Card


Fighting


Fit


is


a


members-only


club.


When


you


first


join,


we


give


you


a


computerized card. It has your name, photo and membership number on.


Please have your card with you every time you use the club. The card is for


your use only, and there is a small charge to provide a new one if you lose it.


Members are permitted to bring guests to use the facilities at the club. A visiting


guest fee is charged for each guest.


Fitness Programs


Your Fitness Program includes a meeting with one of


our skilled instructors. This will happen two or three weeks


after you have joined. The instructor looks at your health,


your current needs and the way you live, and organizes a


program suitable for you.


Gymnasium


Our


gymnasiums


are


the


most


modern


in


the


area


and


have


high


quality


exercise equipment. For safety reasons, you must wear sportswear and trainers


while exercising, and please remember to take a small towel too. It is one of our


rules that you wipe the equipment after use.


There is no limit to how long you spend in the gymnasiums, but we ask you


to


respect


other


members


by


only


spending


20


minutes


on


each


piece


of


equipment. There are experienced staff helping you in the gymnasiums at any


time.


Locker Rooms


We


have


large


male


and


female


locker


rooms.


Please


ensure


that


your


property is kept in your locker at all times. Any belongings which are found in a



locker overnight will be removed and taken to Lost Property.


Café



The Café


offers free tea, coffee and soft drinks.


Suggestion Box


Members' suggestions are always welcome, and the suggestion box and


forms can be found at reception. We try to respond within two days.



31.


At the Fighting Fit Health Club, you can


.


A. have free drinks in the Café



B. share your membership card with friends


C. spend as long as you like on all equipment


D. leave personal items in the locker for 24 hours



32.


What does the Fighting Fit Health Club provide for its members?


A. Help from the staff all the time.


B. A second membership card for


free.


C. Certain kinds of clothes and towels.


D. A personalized program on their first visit.



33.


Where is the information most probably from?


A. A news report.


B. A guide book.


C. A noticeboard.


D. A reference book.


4



B


A Dream Chaser in a Wheelchair


Since the age of three, Chelsie Hill had dreamed of becoming a dancer. That


ambition nearly ended in 2010 when Hill was in a car accident, which put the 17-


year-old high school senior in hospital for 51 days and left her paralyzed from the


waist down. For most people, that would have destroyed any hope of a dancing


career. But for Hill, it was the beginning. Far from being a barrier, her wheelchair


encouraged her to fight.


“I


want to prove to everyone including myself that I'm still



normal,” she said,


means.


Normal for her meant dancing, so Hill did it in her wheelchair alongside her


nondisabled high school dance team. Half of her body was taken away from her,


so she had to move it with her hands. It took much learning and patience.


After graduation from high school, Hill wanted to expand her dance network


to include women like her. She met people online who were fighting for the dream



of dancing against various spinal(


脊椎的


)injuries, and invited them to dance with


her. To reach more people in a larger city, Hill moved to Los Angeles in 2014 and


formed a team of dancers with disabilities she called the Rollettes.


Every


year


Hill


holds


a


dance


camp


called


the


Rollettes


Experience


for


wheelchair


users


to


help


them


bring


out


their


acting


talent.


In


2019,


173


participants from ten countries attended. For many, it was the first time they'd felt



they belonged. Edna Serrano said that being part of the Rollettes team gave her


the courage to get behind the wheel of a car.


“I didn't know I could do so many


things that my fellow teammates had taught me.” she said. “I didn't know I coul


d


be sexy. It's so powerful to have my teammates in my life, because they're my


teachers. I have more confidence.”



Chelsie Hill attained what many of us never will: her childhood dream. She


has been chasing her dream in the wheelchair. She's a dancer. The Rollettes have



5


helped her find something else just as fulfilling.



34. What happened to Chelsie Hill in 2010?


A. She last her hope of dancing.


B. She suffered from a serious disease.


C. She realized her dream of becoming a dancer.


D. She was severely disabled due to a car accident.


35.


W


hy did Chelsie Hill set up the Rollettes in 2014?


A. To expand her social network.


B. To enlarge her dance business.


C. To seek more chances to dance.


D. To motivate more people like her.


36. What change did the Rolleltes Experience bring to Edna Serrano?


A. She could help others.


B. She had more faith in herself.


C. She learned how to drive.


D. She became sexier than before.


37. Which of the following words can best describe Chelsie Hill?


A. Modest and professional.


B. Responsible and creative.


C. Determined and inspiring.


D. Cooperative and generous.



C


According to the


assessment, children’s performance was consistent when


they were both trained and tested on post-nominal adjectives, and worst when


In the first few years of their lives, children brought up in English- speaking


trained


on


pre-nominal


adjectives


and


tested


on


post-nominal


adjectives.


homes


successfully


master


the


use


of


hundreds


of


words,


including


those


for


Comparing


the


pre-


and


post- test


scores


across


each


condition


revealed


a


objects,


actions,


emotions,


and


many


other


aspects


of


the


physical


world.


significant decline in performance when children were both pre- and post-tested


However, when it comes to learning colour words, the same children perform very


with questions that placed the colour words pre-nominally.


badly. If shown a blue cup and asked about its colour, typical two- year-olds seem


as likely to come up with “red” as



“blue”.




38. What is the purpose of Paragraph 2?


Cognitive (


认知


) scientists at Stanford University in California supposed that


A. To present a phenomenon.


children’s


incompetence at colour-word learning may be directly linked to the way


B. To make a contrast.


these words are used in English. They are used mostly in pre-nominal position


C. To give a possible explanation.


(e.g.


“blue



cup”)


, in contrast to post- nominal position (e.g.


“The


cup is b


lue.”)


. The


D. To provide an example.


difficulty children have may simply come down to the challenge of having to make



predictions from colour words to the objects they refer to, rather than from the


39. What can we learn about the experiment from the passage?


objects to the colour words.


A. The children had to place the pre- and post-test objects onto coloured trays.


To explore this idea further, the research team recruited 40 English children


B. The children were presented with the same objects in the pre- and post-


aged between 23 and 29 months and carried out a three- phase experiment. It


tests.


considered of a pre-test, followed by training in the use of colour words, and finally


C. Pre-nominal questions were less used than post-nominal questions in


the


a


post-test that was identical to the pre-test. The pre- and


post- test materials


training.


comprised


six


objects


that


were


unfamiliar


to


the


children.


There


were


three


D.


The researchers aimed to look for consistencies in children’s knowledge


examples of each object in each of three colours



red, yellow and blue. The


of word order.


objects were presented on trays (


托盘


), and in both tests, the children were asked



40.


What does the underlined word “novel” in Paragraph 4 probably


mean?


to pick out objects in response to requests in which the colour word was either a


A. Imaginary.


pre-


nominal (“Which is the red one?”) or a post


-


nominal (“Which one is



red?”).



B. Unknown.


In the training, the children were introduced to five sets of familiar items (balls,


C. Familiar.


cups,


crayons,


glasses,


and


toy


bears)


in


each


of


the


three


colours.


Half


the


D. Common.


children were presented with the items one by one and heard them labeled with



colour words used pre-nominally, while the other half were introduced to the same


41. The outcome of the experiment shows that


.


items described with a post-nominal colour word. After the training, the children


A. children are unable to accurately sort objects by colour


repeated the selection task on the novel items in the post- test. Correct choices on


B. children trained on pre-nominal adjectives perform well


items that were consistent across the pre- and post-tests were used to measure


C. children learn colour words rapidly in post-nominal position


children’s colour


knowledge.


D. children can make predictions from the objects to the colour words



6

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