2024—2025學(xué)年山東省濟(jì)南市高三上學(xué)期期末學(xué)習(xí)質(zhì)量檢測(cè)英語(yǔ)試卷

一、閱讀理解(★★)StanfordUniversityhasannouncedaspecialdistance-learningopportunityforoutstandinghighschoolanduniversitystudentsfromChinawiththecoursetitled“DesignThinkingintoAction:AdolescentPsychologicalandPhysicalHealth”.FallcoursedatesSeptember21toNovember23,2024.(Finaldeadlinetoapply:August31,2024.Early-birddeadline:June1,2024.)Applicationsareconsideredonarollingbasis.Tuition(學(xué)費(fèi))$4000(Early-bird:$3500).10%offfortwoormoresign-ups.WhattogainStudentswhosuccessfullycompletethecoursewillreceiveaCertificateofCompletionfromStanfordProgramonInternationalandCross-culturalEducation,StanfordUniversity.Studentswillalsogainpracticalandacademicskills.●10“virtualclasses”onlineinrealtimeonSaturdaymorningsat9:00Beijingtime;●Pre-recorded,university-levellecturesbyleadingscholarsfromStanfordUniversity;●Real-timediscussionsledbyguestlecturerstofamiliarizestudentswiththedynamicsofclassroomparticipationinStanfordUniversity;●Shortwritingassignmentstoimprovecriticalthinkingskills.Requirementsincluded:●Registrationingrades10,11,or12inahighschoolinChinawithoutstandingacademicexperience,orinyear1or2inauniversityinChina;●Abilitytoread,write,anddiscusscomplexideasinEnglish;●Acompleteapplicationincludingawrittenpersonalstatement,schoolreportandavailabilityforavirtualinterview;●Useofapersonalcomputer,camera,microphone,andreliableaccesstoabroadbandInternetconnection.Admissiontothisprogramiscompetitive;upto30outstandingstudentswillbeaccepted.1.Whatisthepaymentfortwoearly-birdapplicants?

A．$3500.B．$4000.C．$6300.D．$7000.2.Whatdoesthecourseoffertostudents?

A．DiscussionswithStanfordstudents.B．Professionalinstructionsinwriting.C．10classesintheStandfordcampus.D．Somerecordedlecturesbyexperts.3.Whatisamustforapplicants?

A．AgoodgraspofEnglish.B．Arecommendationletter.C．Experienceininterviews.D．Completionofhighschool.(★★★)Despitebeingbornwithouthands,12-year-oldAubreySauviehasneverletlimitationsholdherback.Frommasteringmartialarts(武術(shù))toexpressingherselfthroughart,sheadvancesbravelyinaworldthatoftenprioritizesphysicalability.However,herpassionfordrummingpresentedaspecialbarrier:howcouldsheholdthedrumstickswithoutslippingout?AwareofAubrey’sproblem,herbanddirectorproposedherforTechEngineeringforKids,aprogramwhichisrunthroughajunior-levelengineeringcourseoftheTennesseeTechUniversity.Itinvolvesstudentsworkinginteamstodesignaformofcustomassistivetechnologyforchildrenwithspecialneeds.Uptonow,theyhavecreatedtoysanddevicesforchildrenwithsensorydisorder.LearningaboutAubrey’sstory,ateamoftenengineeringstudentsoftheprogramdecidedtocreate3D-printedprostheses(義肢)specificallydesignedfordrumming.TheywouldsendacertaindesigntoAubrey,whowouldthenprovidefeedback,like“Ithinkthisisgood,butit'salittlebitlong.Coulditbeshortened?’or“It’salittlebithotonmyarm.Couldyoupotentially,like,makeitalittlebitmorebreathable?”Theteamcreatedaboutsixiterationsoftheprosthesesuntiltheyweresatisfiedwiththefinalproduct,whichwasnotonlyhard-wearingbutalsoflexible,allowingfordrumstickattachmentsonbotharms.Thisinnovationnotonlyimprovedsoundqualitybutalsoprovidedtheflexibilityneededforadvanceddrummingtechniques.Aubreywasverygratefulforthistechnicalsolution.“IwasreallyexcitedthatIwasgoingtobeabletousethenewprosthesesandtrythemout,”sheremarked.“Theyarebecomingaveryusefulandresourcefultooltohelpmewithmydrumming.”Withhernewfounddrummingfreedom,Aubreysetshersightsonmasteringafulldrumset.Meanwhile.TechEngineeringforKidsreadiesitselftoextenditsreach,bridgingthegapbetweenlimitationsandambitionsthroughtechnology.4.WhattroublesAubreyalot?

A．Lackingpassionforsports.B．Owningnotalentformusic.C．Inaccessibilitytoexperttraining.D．Inabilitytooperateaninstrument.5.WhatisTechEngineeringforKidsintendedtodo?

A．Offerengineeringcourses.B．Designsustainabledevices.C．Createpersonalizedadaptivetools.D．Improveoverallusers’experience.6.Whichcanreplacetheunderlinedword“iterations”inParagraph3?

A．Uses.B．Versions.C．Materials.D．Kinds.7.Whatdoesthetextmainlytellus?

A．Limitationbringsdownpeople’creativity.B．Ambitionfuelsthedesiresofthedisabled.C．Sciencebreaksdownthebarriersamongpeople.D．Technologyempowerspeopletopursuedreams.(★★★)Robotsareseparatedintotwoparts:thebrainandthebody.AnAIbraincanhelprunthetrafficsystemofacity,butmanyrobotsstillstruggletoopenadoor—whyisthat?“Softwarehasadvancedrapidlyinrecentyears,buthardwarehasnotkeptup.Currently,allrobotsrelyonelectricityandsoftwaretofunction.Theroboticbraincomposedofsoftwaretranslatesinformationtothebodyorhardwarethroughanencoder(編碼器),whichthenperformsanaction,”saidDrAntonioForte,aseniorlecturerinengineeringatKing’sCollegeLondon.Toovercomethis,Forte’steamdevelopedacircuitbyintegratingliquid-basedcircuitswithanadjustablevalve(閥)placedwithinarobot’shardware.Thisvalveactslikeaswitchinanormalcircuitandengineerscansendsignalsdirectlytohardwareusingvariationsinpressurefromliquidinside,allowingtherobottoperformcomplextaskswithouttheneedforelectricityorinstructionfromthecentralbrain.Thisleadsrobotstofunctionindependentlyinchallengingenvironments,suchaslow-incomecountriesthatdonothavereliableaccesstoelectricity.Independentfromthesoftwarerunningit,theadvancedhardwaresystemcarriesthemajorityofcomputationalloadbyitself.Thisopensupthepossibilityofanewgenerationofrobots,whosebodiescouldoperateindependentlyoftheirbuilt-incontrolcenter,withthisspacepotentiallybeingusedinsteadformorecomplexAI-poweredsoftware,andconsequentlytheycanbemoreawareoftheirsocialcontext,whichprovidesforanewkindofroboticsinplaceslikesocialcareandmassproduction.“Ultimately,withoutinvestmentinsuchfieldrobotswillstayatacertainlevelafteraperiodofgrowth.Soon,ifwedonotoffloadthecomputationaltasksthatmodern-dayrobotstakeon,computingimprovementswillhavelittleimpactontheirperformance.Theworkisjustafirststeponthispath,butthefutureholdssmarterrobotswithsmarterbodies,”MostafaMousa,apost-graduateresearcheratKing’sCollegeLondon,commented.8.Whatisholdingbackthedevelopmentofrobotsnowadays?

A．Backwardhardware.B．Highelectricitycost.C．Low-speedencoders.D．Complexcalculations.9.Howdoesthevalvefunctioninarobot?

A．Ittranslatesinformation.B．Itadjustsliquidpressure.C．Itsendselectricalsignals.D．Itpowersrobots’brains.10.Whatsetsthenewgenerationofrobotsapartfromothers?

A．Autonomywithadaptability.B．Resistancetophysicaldamage.C．Understandingofusers’likes.D．Capabilitytocontrolsoftwares.11.WhatdoesMousathinkoftheworkofForte’steam?

A．Eventful.B．Doubtful.C．Promising.D．Dismissive.(★★★)Assumeyouhavebeenofferedaonce-in-a-lifetimejobopportunityabroad,butitmeansleavingbehindyourpartnerwhocan’tfollowyou.Youstartwonderinghowtomakethewisestdecisionbetweenyourcareergoalsandyourcommitmenttotherelationship.Intoday’sworld,wherewefaceunexpectedchallenges,thepursuitforwisdomremainsasrelevantasever.Butwhatarethecriteriaforjudgingwisdom?Thisage-oldquestionhaspuzzledgreatmindsforcenturies.Anddotheyvaryaroundtheworld?Toanswerthesequestions,weconductedastudyasking2,707participantsfrom16culturestocompare10hypothetical(假想的)persons.Forexample,theparticipantscompared“ascientistwhogathersinformationaboutanimals”with“ateacherwhoeducateskidsabouthistory”.Theydecidedwhowasmorelikelytouseeffectivewaystodealwithcomplexsituationswhentryingtomakeadifficultchoice.Then,theyratedthewisdomofeachperson.Weanalyzedallthesecomparisonstoworkoutthehiddendimensionstheparticipantsrelieduponandcalculatedtheweighttheygavetothesedimensionswheninferringthewisdomofthesecharacters.Ourfindingsrevealedthatwhenpeoplemakejudgmentsaboutwisdom,theyessentiallylinkwisdomtotwokeydimensions—reflectiveorientation(反思性建構(gòu))andsocialemotionalawareness.Reflectiveorientationinvolveslogic,reason,controloveremotions,andtheapplicationofpastexperiences.Ontheotherhand,socialemotionalawarenessinvolvescaringforothers,activelistening,andtheabilitytoadapttocomplexsocialsituations.Thetwodimensionsarecloselyrelated,andpeoplethinkaboutbothofthemwhendeterminingwhethertolabelacharacteraswise.Wealsofoundasurprisingcommonalityinhowpeoplearoundtheworldperceivewisdominothers,withboththekeydimensionsreceivingasimilarweightingacrossallcultures.Thiscommonalityislikelyrootedinfundamentalhumanneeds:getaheadandgetalong.Theformerinvolvesrecognizingwhoiscompetenttomakethingshappen,whichisconsistentwithreflectiveorientation.Thelatterrequiresabilitiesrelatedtosocialemotionalawareness.12.WhatistheassumptioninParagraph1about?

A．Makingachoice.B．Breakingapromise.C．Settingacareergoal.D．Keepingarelationship.13.Whatdidtheparticipantsdointhestudy?

A．Theyevaluatedindividualwisdom.B．Theyanalyzedwisdomdimensions.C．Theycomparedreal-lifewisepersons.D．Theyaddressedchallengingsituations.14.Inwhichcaseissocialemotionalawarenessinvolved?

A．Astudentinterpretsquestionstoaclassmate.B．Ascientistreachesconclusionsfromevidences.C．Abosschoosesagreenhandtoservekeycustomers.D．Ateachertakestimetolearnstudents’practicalneeds.15.Whatdoesthelastparagraphfocuson?

A．Distinctionsofhumanneeds.B．Similarityinratingwisdom.C．Methodsofgainingwisdom.D．Interflowamongcultures.(★★★)Luckcanreallyfeelrandom,anditcanbetoughtoknowhowtogetgoodluck.Someindividualsgetinatemporarydilemmawherethingsdon’tgoasplanned.Othersmaybeconvincedtheycan’tcatchabreak.16.Itcanbeconsistentlyattractedthrougheffectivestrategies.Maintainingapositivemindsetallowsyoutodrawinluck.Whenyouexpectgoodthingstohappen,youaremorelikelytotakerisksthatcouldleadtofortunateoutcomes.Byembracingthispositiveattitude,youbecomestrongerinthefaceofchallenges.17.Thisallowsyoutotryagainafterfailureandfindnewopportunities.18.Awidernetworkleadstomoreopportunitiesinyourpursuitoffortune.AccordingtopsychologistRichardWiseman,theNo.1predictorofhowmanyluckybreakspersonhasishowinterconnectedtheyarewithothers.Additionally,thepresenceofasupportivecommunityandfriendshipsfurtherenhancesyourchancesofexperiencinggoodfortune.Manyluckybreaksoccurasaresultofbold(大膽的)actions.Evenifyou’renottypicallyseenasbold,youcanstillenhanceyourconfidence.Forexample,ifyou’refeelingunhappyaboutyourcareerprospects,polishyourresume(簡(jiǎn)歷)andapplytojoblistingsthatinterestyou.19.Bywelcomingrisks,youcreateopportunitiesforlucktofindyou.Luckfavorsthosewhoarewillingtoconsidernewideas.Beingopentonewconceptscanhelpputyourgood-lucktrainonanewandfastertrack.Butremember:Stayrealistic.It’snotjustaboutthemindsetbuttheconsequentactionsthatwillbebeneficial.20.

A．Theseactionshelpgenerateideas.B．Youalsobouncebackmorequickly.C．Socialconnectionscanaffectyourluck.D．However,luckisnotjustamatterofchance.E．Actually,luckissomethingyou’rebornwith.F．Makingsuchamoveistoughbutwellworthit.G．Theyarevitaltoturningopportunitiesintogains.二、完形填空(★★★)Tome,myfather,FrankDriscoll,wasjustateacher,whoseldomspokeofhiswork.I______paidmuchattentiontohisprofession.Hewasalways______whenIneededhim,solikemostchildren.Itookhimforgranted.At65,heretired,andwhilewefrequentlytalkedaboutmyjobwerarelytoucheduponthe______ofhisteaching.Eveninhisfinaldays.Ididnot______himinconversationabouthiscareer.Atthefuneral(葬禮),Ilistenedasmyfather’sfriendssharedstoriesabouttheirtimetogetherandwhatmyfather______tothem.Ithennoticedsixyoungindividualslinedupto______theguestregistry.Initially,Iassumedtheyhad______arrivedatthewrongfuneral.I______themandpolitelyexplainedthatthiswasthe______forFrankDriscoII.Oneyoungwomantoldmetheyweremyfather’sstudentsadecadeagoandwishedtopaytheir______.Ihadneverexpectedmyfather’sstudentswouldcome.ThoughIwas______,Iinvitedthemintothewake.Theysharedhowmyfatherhadsignificantlyinfluencedtheirlives.Onemanrecalledhowmyfather______himtogetabettereducationasasafetynetinsteadofcoastingonhisathleticability.Hewasgratefullaterwhenhisathleticcareerdidn’t______asexpected.TheirstoriesaboutmyfatherdeeplyaffectedmeandInow______myfatherinanewlight.Iwillnolongerconsiderhimas“justa______”.Hetouchedthelivesofcountlessyoungindividualsandquietlytransformedtheirfutures.21.A．luckilyB．openlyC．oftenD．never22.A．busyB．contentC．silentD．present23.A．reflectionB．subjectC．natureD．capacity24.A．engageB．monitorC．interruptD．a(chǎn)void25.A．promisedB．meantC．lentD．a(chǎn)ssigned26.A．markB．checkC．copyD．sign27.A．publiclyB．barelyC．a(chǎn)ccidentallyD．specially28.A．warnedB．refusedC．discoveredD．a(chǎn)pproached29.A．wakeB．celebrationC．presentD．comfort30.A．claimsB．duesC．respectsD．debts31.A．excitedB．a(chǎn)stonishedC．confusedD．relieved32.A．sponsoredB．challengedC．convincedD．forced33.A．getthroughB．workoutC．comeupD．breakoff34.A．perceiveB．forgiveC．rememberD．introduce35.A．fatherB．friendC．coachD．teacher三、語(yǔ)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。AnexhibitionofChinesemural(壁畫(huà))artmadeitsfirstappearanceoverseasattheUNESCOheadquartersinParis.Theexhibitionprovidedaplatform,36.China,Franceandinternationalcommunitieshadadialogueonculturalheritageconservation.ThisexhibitionfeaturedtheextraordinarymuralsfromtheYonglePalace,which37.(locate)inRuicheng.Shanxiprovince.ThepalacewasbuiltduringtheYuanDynasty(1271-1368),38.(serve)asacenterofworship(祭祖)duringtheruleofEmperorYongle,39.listedasanationalkeyculturalheritageconservationunitin1961.Inthisexhibition,hightechnologywasusedforreproductionanddisplaytoleteveryvisitorexperience40.uniquecharmofthesemuralsupclose,whichnotonlyexhibited41.(exception)artskillsbutalsoheldsignificantreferencevalueforthestudyofChinesethought,artandreligiousculture.The42.(integrate)ofclassicalcultureandmoderntechnologyintheexhibitionbreathenewlifeintotraditionalartformsandmadethemaccessible43.aglobalaudience.Withtheculturalimportanceofthesemurals44.(highlight),theexhibitionsymbolizedthegrowinginterestinChina’srichculturalandreligiousheritageontheglobalstageand45.(promote)betterunderstandingandcooperationbetweencountriesinamulticulturalcontext.四、書(shū)信寫(xiě)作(★★★)46.假定你李華，你班將于本周日前往生態(tài)農(nóng)業(yè)基地參觀。請(qǐng)寫(xiě)一封郵件邀請(qǐng)外教Frank參加，內(nèi)容包括：（1）寫(xiě)信目的；（2）具體安排。注意：（1）寫(xiě)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。DearFrank,___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHua五、書(shū)面表達(dá)(★★★)47.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。ForJake,thejourneyfromhighschooltocollegehadneverseemedsochallenging.Therealworld—thecampuslifehehadheardsomuchabout,thedecisionsonwhattostudy,whatcareertopursue,andhowtofindhisplace—feltlikeaheavyweightonhischest.Hehadnocluewhathisfutureheld.Oneafternoon,Jake’smomsuggestedhespendsometimevolunteeringatthecommunitycenter.“Itmightbeagoodwaytotakeyourmindoffthings,”shesaid.Atfirst,heresisted.Volunteeringdidn'tsoundliketherightwaytoprepareforcollege.Heneededtofocusonhisfuture,notwastingtimehelpingothers.Buteventually,heagreedunwillingly.WhenJakefirstarrivedatthecenter,theatmospherefeltunfamiliarbutwarm.Itwasasmall,comfortablespacewithcolorfu