舒城曉天中學(xué)2022-2023學(xué)年高二下學(xué)期期末考試英語一、聽力-選擇題（本大題共20小題，共30.0分）第一節(jié)（共5小題）聽下面5段對話。每段對話后有一個小題,從題中所給的A、B、C三個選項中選出最佳選項,并標(biāo)在試卷的相應(yīng)位置。聽完每段對話后,你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。1.【此處可播放相關(guān)音頻，請去附件查看】WheremightMrBrowngo?AToatheatre. B.Toabookshop. C.Toalibrary.2.【此處可播放相關(guān)音頻，請去附件查看】Howmanylessonswillthemanhavetoreviewattheweekend?A.3. B.12. C.15.3.【此處可播放相關(guān)音頻，請去附件查看】Wherearethetwospeakers?A.Inashop. B.Inarestaurant. C.Inasupermarket.4.【此處可播放相關(guān)音頻，請去附件查看】Whatarethespeakersdiscussing?A.Takingaclasstogether.B.Gettingenoughcourses.C.Signingupforaclub.5.【此處可播放相關(guān)音頻，請去附件查看】Whatwillthewomanprobablydonext?A.Haveacupofcoffee. B.Getupearly. C.Gobackhome.第二節(jié)（共15小題）聽下面5段對話或獨白。每段對話或獨白后有幾個小題,從題中所給的A、B、C三個選項中選出最佳選項,并標(biāo)在試卷的相應(yīng)位置。聽每段對話或獨白前,你將有時間閱讀各個小題,每小題5秒鐘；聽完后,各小題將給出5秒鐘的作答時間。每段對話或獨白讀兩遍。聽下面一段較長對話,回答以下小題。【此處可播放相關(guān)音頻，請去附件查看】6.WhydoesthemanplantogotoAustralia?A.Becausehewantstostudythere.B.Becausehewantstodobusiness.C.Becausehewantstohaveaholiday.7.Whatshouldthemando?A.Answersomequestions. B.Fillinaform. C.Haveatest.聽下面一段較長對話,回答以下小題?！敬颂幙刹シ畔嚓P(guān)音頻，請去附件查看】8.Whatisthemandoing?A.Chairingameeting.B.Hostingaradioprogram.C.Conductingajobinterview.9.WhatbenefitsMarymostinherjob?A.Herwidereading.B.Herleaders’guidance.C.Herfriends’help.10.WhowillMarytalkaboutnext?A.Herteacher. B.Herfather. C.Hermother.聽下面一段較長對話,回答以下小題?！敬颂幙刹シ畔嚓P(guān)音頻，請去附件查看】11.Howdoesthemanbookhisticket?A.OntheInternet. B.Throughafriend. C.Onthephone.12.Whichcityisthemanleavingfor?A.Houston. B.Chicago. C.NewYork.13.Whenisthemanreturning?A.OnMay5. B.OnMay2. C.OnMay6.聽下面一段較長對話,回答以下小題?！敬颂幙刹シ畔嚓P(guān)音頻，請去附件查看】14.Wherearethetwospeakersnow?A.InParis. B.InNewYork. C.InBeijing.15.Whatisthewomandoinginthecity?A.Sheisvisitingherhusband.B.Sheissightseeing.C.Sheisworkingthere.16.Howlonghavethetwospeakersbeenoutoftouch?A.Forthreemonths. B.Foroneyear. C.Fortwoyears.17.Whatwillthemandoafteroneyear?A.GoonworkinginBeijing.B.GobacktoNewYork.C.Travelwithhisparents.聽下面一段獨白,回答以下小題?！敬颂幙刹シ畔嚓P(guān)音頻，請去附件查看】18.Whatdidthescientistsdototheroad?ATheyrepairedit. B.Theypaintedit. C.Theyblockedit.19.Whyareyoungbirdsdrawntotheroadsurface?A.It’swarm. B.It’sbrown. C.It’ssmooth.20.Whatisthepurposeofthescientists’experiment?A.Tokeepthebirdsthereforawholeyear.B.Tohelpstudentsstudythebirdswell.C.Topreventthebirdsfrombeingkilled.二、閱讀理解（本大題共15小題,共37.5分）AYourcreativityandideascanhelpotherteachers.Submityourartlessonplanoractivitytoday.Don’tforgettoincludeadditionalresourcedocumentsoraphoto.WetChalkPaintingGrades:K-4thLessonPlanObjectives:Developmentoffinemotorskills(協(xié)調(diào)性)andcreativelyexpressingthechild’sideasandthoughtsbyanewmedium.MaterialsNeeded:Coloredchalk,water,drawingpaper,sponge,andnewspapers.LessonProcedure:Dipthecoloredchalkintowateranddrawonthepaper.Anotherwayistoputthedrawingpaperonnewspapers,dampenitwithawetsponge,andthendraw.Submittedby:JackSidewalkDrawingGrades:K-5thLessonPlanObjectives:Developmentofthecreativeprocessbydoingartisticdrawingsinanewwayanddevelopmentoffineandgrossmotorskills(全身協(xié)調(diào)性).MaterialsNeeded:Sidewalkoroutdoorchalkandlotsofsidewalk.LessonProcedure:Givethechildrenthechalkandletthemdrawwhatevertheychooseonthesidewalk.Youmayalsoconsiderusingthisinteachingsomeotherlessons(i.e.science).Submittedby:PeterRose-ColoredLorgnetteGrades:AnyMaterialsNeeded:Halfaneggcarton(包裝盒),scissors,glue,coloredpaper,scotchtape(通明膠帶)andaseveninchstick.LessonPlanObjectives:Childwillconstructanobjectthatallowsthemtoviewtheworldinavarietyofcolorsandwilllearnwhycertainobjectsintheircoloredenvironmentlookthewaytheydowhencertaincolorsaremixed.LessonPlanProcedure:Cutwindowsinthebumpsofhalfaneggcarton.Gluecirclesofcoloredcellophaneoverthewindowswithrubbercement.Tapeonastickforaholder.Submittedby:Jennifer21.WhichartlessonplanispresentedbyJennifer?A.WetChalkPainting. B.SidewalkDrawing.C.Rose-ColoredLorgnette. D.RainbowFan.22.WhatcommonmaterialdoesWetChalkPaintingandSidewalkDrawingrequire?A.Scissors. B.Chalk. C.Stick. D.Sponge.23.Rose-ColoredLorgnetteisaimedat___.A.encouragingthechildtopaintatwill B.developingthechild’smotorskillsC.expressingthechild’sideasandthoughts D.betteringthechild’sunderstandingofcolorsBForCanaanElementary’ssecondgradeinPatchogue,N.Y.,todayisspeechday,andrightnowit’sChrisPalaez’sturn.The8-year-oldisthejokeroftheclass.Withshiningdarkeyes,heseemslikethekindofkidwhowouldenjoypublicspeaking.Buthe’snervous.“I’mheretotellyoutodaywhyyoushould…should…”Christripsonthe“-ld,”apronunciationdifficultyformanynon-nativeEnglishspeakers.Histeacher,ThomasWhaley,isnexttohim,whisperingsupport.“…Votefor…me…”Exceptforsomestumbles,Chrisisdoingamazinglywell.Whenhebringshisspeechtoaniceconclusion,Whaleyinvitestherestoftheclasstopraisehim.Asonofimmigrants,ChrisstaredlearningEnglishalittleoverthreeyearsago.Whaleyrecalls(回想起)howatthebeginningoftheyear,whencalledupontoread,Chriswouldexcusehimselftogotothebathroom.LearningEnglishasasecondlanguagecanbeapainfulexperience.Whatyouneedisagreatteacherwholetsyoumakemistakes.“Ittakesalotforanystudent,”Whaleyexplains,“especiallyforastudentwhoislearningEnglishastheirnewlanguage,tofeelconfidentenoughtosay,‘Idon’tknow,butIwanttoknow.’”Whaleygottheideaofthissecond-gradepresidentialcampaignprojectwhenheaskedthechildrenonedaytoraisetheirhandsiftheythoughttheycouldneverbeapresident.Theanswerbrokehisheart.Whaleysaystheprojectisaboutmorethanjustlearningtoreadandspeakinpublic.Hewantsthesekidstolearntoboast(夸耀)aboutthemselves.“Boastingaboutyourself,andyourbestqualities,”Whaleysays,“isverydifficultforachildwhocameintotheclassroomnotfeelingconfident.”24.WhatmadeChrisnervous?A.Tellingastory. B.Makingaspeech.C.Takingatest. D.Answeringaquestion.25.Whatdoestheunderlinedword“stumbles”inparagraph2referto?A.Improperpauses. B.Badmanners. C.Spellingmistakes. D.Sillyjokes.26.WecaninferthatthepurposeofWhaley’sprojectisto_________.A.helpstudentsseetheirownstrengthsB.assessstudents’publicspeakingskillsC.preparestudentsfortheirfuturejobsD.inspirestudents’loveforpolitics27.WhichofthefollowingbestdescribesWhaleyasateacher?A.Humorous. B.Ambitious. C.Caring. D.Demanding.CMuchofthepublicdebatearoundearlychildhoodeducationcomesdowntowhichmattersmore：academicsorplay.That'safalsedilemma.Playisreallythewaythatyoungchildrenlearnandguidedplayisthekey.It'sawaythattheyexperiencetheworld,andithelpsthemlearnmoredeeply.Weshouldbeconcernedthatthe“skillanddrill”approachtoteachingacademicsismostfrequentlyusedinclassroomsservingat-riskpreschoolers,inanattempttoclosethegaponschoolreadiness.Unfortunately,theseteachingmethodscanturnyoungkidsofftoschoolandintroducesthepossibilityofshameandanxiety.46Skillanddrill”doesn'tteachkidsthecuriosityandcritical(批判的）thinkingskillsthattheyneedtodevelopinearlychildhood.However,purefreeplay—anapproachadvocatedmorefrequentlybywealthiergroups—alsomissesthemark.“Ihearalotaboutjust‘freeplayclassrooms’.”ButSuzanneBouffard,aneducationresearcher,saidifitonlyinvolvessettingoutmaterialsandnotthinkingaboutlearninggoals,there’sarealmissedopportunity.Forexample,shesaid,researchershavefoundthatchildrenusedmorecomplexlanguageaboutbuildingactivitieswhentheyhadagoalinmind.Whateffectivepreschoolsaimforis“guidedplay”，inwhichadultscreateapurposefulplayenvironmentthatencouragesstudentstoexplore，F(xiàn)orexample,insettingupblocks,ateachermightputuppicturesofbuildingstoinspirekids.Theymayaskstudents,“Whatareyoudoing?”andgentlypushkids’thinkingbyofferingnewinformation.Ofcourse,theabilitytofindthisbalancerestswithteachers.Goodteachersmakeitlookreallyeasy，That'swhyit'sreallyimportantthatweinvest(投入）inteachersandgivethemthetrainingtoguideplaywithoutoverlycontrollingitandtoencouragekidstodevelopanunderstandingoflettersandnumberswithout“skillanddrill”.28.Whichofthefollowingmattersmostinearlychildhoodeducation?A.Havingguidedplay. B.Learningafterplay.C.Seeingtheworld. D.Studyingacademiccourses.29.Whatdoweknowaboutthe“skillanddrill”approach?A.Itworksbestforpreschoolers.B.Ithelpsdevelopkids’curiosity.C.Itlimitskids’development.D.Itbridgesthegaponschoolreadiness.30.Whichoffollowingbestexplains“missesthemark”underlinedinParagraph3?A.Meetslearninggoals. B.Losespointsinexams.C.Troublestheclassroom. D.Failstoachievethegoal.31.Whydoesateacherputuppicturesofbuildings?A.Toencouragethekidstocopy.B.Toofferextrainformation.C.Tosharetheteachingpurposewiththekids.D.Toinspirethekidstoexplore.DLearningNewVocabularyDuringDeepSleepSleepingtimeissometimesconsideredunproductivetime.Thisraisesthequestionwhetherthetimespentduringsleepingcouldbeusedmoreproductively,e.g.forlearninganewlanguage?Sleepresearchtodatefocusedonthestabilizationandstrengtheningofmemoriesthathadbeenformedduringpreviouswakefulness.However,learningduringsleephasrarelybeenexamined.Thereisconsiderableevidenceforwake-learnedinformationundergoingrevisionbyareplayinthesleepingbrain.Thereplayduringsleepstrengthensthestillweakmemorytracesandembeds(嵌入)thenewlyacquiredinformationinthepreexistingstoreofknowledge.Ifthereplayduringsleepimprovesthestorageofwake-learnedinformation,thenfirst-play,i.e.theinitialprocessingofnewinformation,shouldalsobepossibleduringsleep.TheresearchgroupofKatharinaHenkeexaminedwhetherasleepingpersonisabletoformnewsemanticassociationsbetweenplayedforeignwordsandtranslationwordsduringthebraincells’activestates,theso-called“Up-states”.Itturnedouttobethatwhattheythoughtwasreasonable.Whenwereachdeepsleepstages,ourbraincellsprogressivelycoordinatetheiractivity.Duringdeepsleep,thebraincellsarecommonlyactiveforabriefperiodoftimebeforetheyjointlyenterintoastateofbriefinactivity.Theactivestateiscalled“Up-state”andtheinactivestate“Down-state”.Thetwostatesalternate(交替)abouteveryhalf-second.Newevidenceforsleep-learningchallengescurrenttheoriesofsleepandtheoriesofmemory.Theconceptofsleepasanencapsulated(被概括的)mentalstate,inwhichweareseparatedfromthephysicalenvironmentisnolongerreasonable.“Wecoulddisprovethatcomplexlearningbeimpossibleduringdeepsleep,”saysSimonRuch,co-first-author.“Inhowfarandwithwhatconsequencesdeepsleepcanbeappliedtotheacquisitionofnewinformationwillbeatopicofresearchinupcomingyears,”saysKatharinaHenke.TheresearchgroupofKatharinaHenkeispartoftheInterfacultyResearchCooperation(IRC).Thirteenresearchgroupsinmedicine,biology,psychologyandinformationsciencearepartoftheIRC.Theaimoftheseresearchgroupsistogainabetterunderstandingofthemechanismsinvolvedinsleep,consciousnessandcognition.32.WhatcanbeinferredfromParagraph3?A.“Up-state”and“Down-state”appearinturnduringdeepsleep.B.“Up-states”isanothernameforthebraincells’activestates.C.Semanticassociationsareimportantforlanguagelearning.D.Thebraincells’activestatesarecentralforsleep-learning.33.Whatwillresearchersdowithinseveralyearsaccordingtothepassage?A.Makestudyinthefollowingfieldssuchasmedicineandbiology.B.Separateusfromthephysicalenvironment.C.Applydeepsleeptoinformationlearning.D.Discovertheconceptofsleep.34.Whatisthemainpurposeofthepassage?A.Tointroduceanewwayofvocabularylearning.B.Togainabetterunderstandingofthemechanisms.C.Tochallengecurrenttheoriesofsleepandtheoriesofmemory.D.Toexplainthepossibilityofvocabularylearningduringdeepsleep.35.Whereisthistextmostlikelyfrom?A.Anovel. B.Aguidebook. C.Ascientificresearchwebsite. D.Adiary.三、閱讀七選五（本大題共1小題,共12.5分）HowtoBuildaStudent’sSelf-confidenceEducatingstudentsmeansmorethangivingthemacademicknowledge.Simplyknowingacorrectresponsedoesn’tgiveastudenttheconfidencetoraisehishandtoansweraquestion.Studentsperformbestinconstructivelearningenvironments.___36___Provideleadershipopportunitiesforstudents.Cultivate(培養(yǎng))importantcharacteristics,includingresponsibilityandindependencebyassigningstudentstotakedifferentclassroomroles.Suitablejobsincludehallmonitors,audiovisualassistantsandclassroomhelpers.___37___Setachievablegoalsforeachstudent.___38___Talkwiththemaboutyourexpectationsandtheirindividualprogress.Rewardstudentsformeetingchallenges,whilepersuadingstrugglingstudentsbackontrack.Giveconstructivefeedbacktohelpreduceweaknessesandstrengthenstrengths.Teachstudentsthatself-confidenceisn’tbuiltfrompraise.Remainhonestwitheachstudenttoencouragethemtospeakouttheirproblems,insteadofavoidingordenyingtheirexistence.Makecorrectionswithoutdamagingyourstudents’confidence.Encouragestudentstosethighstandardsforthem-selves.___39___Reinforce(強化)thismessagewithexamplesandliterature.___40___Realizethatconqueringdifficulttasksbuildsmentaltoughnessandcultivatespersistence.Relaythismessagetoyourstudentsbyaskingeachonetowriteagoalthatfocusesonimprovingaweakarea.Helpyourstudentsdeveloprelevantattackplans.A.Pushstudentstoimprovetheirweaknesses.B.Self-confidencegamescanhelpstudentsofallages.C.Tellyourstudentsthattheyareabletoachievegreatachievements.D.Theyareuselessinhelpingstudentssucceedinthefuture.E.Youcanreducetheirdoubtswithvariousactivitiesthatbuildconfidence.F.Masteringsomedutiescanhelpbuildconfidenceanderasethefearoftryingnewexperiences.G.Realizethatovercomingself-doubttoachieveobjectivescanhelpbuildstudents’confidence.四、完形填空（共15題：每題1分,滿分15分）AColoradopairbringsnewmeaningtotheword“determination”.Whenonecouldn’twalkandtheothercouldn’tsee,they___41___uptosharetheirloveofthegreatoutdoors.MelanieKnechthastouseawheelchairtogetaroundduetobornspinabifida(脊柱裂).TrevorHahnonlyrecentlybecameblindafterhe___42___aneyediseasefiveyearsago.BothlivinginFortCollins,Colorado,thetwometatanadaptiveboxingclass—andtheysoonranintoeachotheragainatanadaptiverock-climbingclass.Theyimmediately___43___overKnecht’slifelonghobbyofcampingandHahn’spassionforoutdoorsports.WhenshetoldhimaboutherrecenttriptoEasterIsland,whereshegotthe___44___tobecarriedonanotherperson’sback,anunusualideaoccurredtoher.___45___hislostsight,he’dbeenabletoscaleaHimalayanpeak,usingpolesand___46___directionsfromhiscompanions.Theystartedsmall,butnextmonth—withhervisionandhis___47___—theywilltrektothetopofa14,000-footmountain.“Itjustseemedlikecommonsense.He’sthelegs,I’mtheeyes!___48___,we’rethedreamteam.”saidKnecht.Atthestartofeachhike,afriendliftsKnecht___49___acarrieronHahn’sback.Fromthatpointon,shegiveshimoraldirectionstoleadtheway.Hahnsaid,“ItmademesohappytohelpsomeoneexperiencewhatI’vebeenabletoexperiencemywholelife.Thebestpartisbeingabletomakehersmile—thatgivesme____50____.”Inadditiontothissenseofpurpose,thetwoshareanunderstandingofhow____51____itcanbeaskingable-bodiedorsightedpeopleforassistanceineverydaylife.Theygetimmeasurable____52____frombeingabletodothisontheirown.Whilethetwoacceptthatothers____53____whatthey’vebeenabletodo,they’renotlookingfor____54____—theyjustwantotherstoencouragesolutionsfortheirfriendswithdisabilities.Don’t____55____thembecauseyouthinktheywon’tbeabletodosomething.41.A.rose B.made C.teamed D.ended42.A.developed B.cured C.spread D.diagnosed43.A.handed B.argued C.got D.bonded44.A.opportunity B.competence C.permission D.admission45.A.Onaccountof B.Inspiteof C.Ontopof D.Inviewof46.A.spoken B.opposite C.confusing D.gesturing47.A.optimism B.strength C.guidance D.wisdom48.A.Hopefully B.Instead C.Together D.Similarly49.A.over B.up C.off D.into50.A.relief B.courage C.reward D.purpose51.A.convenient B.difficult C.ridiculous D.essential52.A.suffering B.wealth C.satisfaction D.depression53.A.appreciate B.oppose C.dismiss D.advocate54.A.criticism B.attention C.praise D.curiosity55A.convince B.reject C.contact D.approach五、語法填空（共10題：每題1.5分,滿分15分）閱讀下面短文，在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。Researchclearlyshowsthatyoungchildrenareabletobecomefluentinmorethanonelanguageatthesametime，ifthereisrichinputineachlanguage.Inthiscontext，itis___56___(good)tostartasyoungaspossible.Learninginlanguageclassesatschoolis___57___(complete)different.Thenormalpatternoftheseclassesistohaveoneormorehourly___58___(lesson)perweek.Tosucceedinlearningwithsuchlittleinput___59___(require)meta-cognitive(元認(rèn)知)skillsthatdonotusuallydevelop___60___ayoungage.Forthisstyleoflanguagelearningthelateryearsofprimaryschoolis___61___idealtimetostart.Whatdoesthistellusaboutwhenweshouldstartteachingsecondlanguagestochildren?Intermsofthe___62___(develop)oflanguageproficiency，themessageisfairlyclear.Ifweareabletoprovidelotsofexposuretorichlanguageuse,earlychildhoodisbetter.___63___theonlyopportunityforsecondlanguagelearningisthroughmoretraditionallanguageclasses,thenlateprimaryschoolislikelytobejustasgoodasearlychildhood.However,iflanguagelearningrelieson___64___(be)self-directed,itismorelikelytobe______65______(success)afterthelearnerhasreachedadulthood.六、書面表達(dá)（本大題共2節(jié),共40.0分）第一節(jié)(滿分15分)66.某中學(xué)生英文報近期開辟專欄，討論學(xué)習(xí)習(xí)慣問題，請你結(jié)合自身學(xué)習(xí)實際，按照以下提示，用英文為該專欄寫一篇稿件。1.說明學(xué)習(xí)習(xí)慣與學(xué)習(xí)效果之間的關(guān)系；2.介紹一種好的學(xué)習(xí)習(xí)慣并提出養(yǎng)成該習(xí)慣的建議；3.描述自己在學(xué)習(xí)習(xí)慣方面存在的某個問題并給出改進(jìn)措施。注意：1.寫作詞數(shù)應(yīng)為80左右；2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________第二節(jié)(滿分25分)67.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。Jennywasabright-eyed,prettyfive-year-oldgirl.Onedaywhensheandhermotherwerecheckingoutatthegrocerystore,Jennysawaplasticpearlnecklacepricedat$2.50.Howshewantedthatnecklace,andwhensheaskedhermotherifshewouldbuyitforher,hermothersaid,“Well,itisaprettynecklace,butitcostsanawfullotofmoney.I’lltellyouwhat.I’llbuyyouthenecklace,andwhenwegethomewecanmakeupalistofchoresthatyoucandotopayforthenecklace.Anddon’tforgetthatforyourbirthdayGrandmajustmightgiveyouawholedollarbill,too.Okay？”Jennyagreed,andhermotherboughtthepearlnecklaceforher.Jennyworkedonherchoresveryhardeveryday,andsureenough,hergrandmagaveherabrand-newdollarbillforherbirthday.SoonJennyhadpaidoffthepearls.HowJennylovedthosepearls.Sheworethemeverywheretokindergarten,bedandwhenshe