2024-2025學(xué)年湖南省衡陽縣創(chuàng)新實驗班高一下學(xué)期期末質(zhì)量檢測英語試題一、閱讀理解(★★)Areyoureadytounlockyourfullcareerpotential?Explorethedetailsofeachcoursebelowtofindyourrightfit.EliteOnlineWhetheryou’reexploringwhattodonextoryou’vealreadyidentifiedarole,thiscourseisstructuredtohelpyoutakepracticalstepstowardyourcareer.Itusesadesignthinkingapproachtohelppeopleofanyageandacademicbackground.Itconsistsof5career-orientedconcepts,explainedthroughvideos,personalreflections,andexercises.7weeks:2-4hoursperweek;self-pacedAUXThecourseprovidesskilldevelopmentforgraduatesastheypreparefortheirnextcareerstep.Participantswillbuildskillstopromoteleadership,runateam,manageprojects,applyteachingskillsbeyondtheclassroom,developstrategiccommunicationskillsandpreparesuccessfuljobapplicationmaterials.·7weeks:2-5hoursperweek;instructor-ledonacoursescheduleBerkUXThiscourseprovidestipsandstrategiesforlaunchingasuccessfulmusiccareerasanartist.Itcoversdevelopingyouridentity,leadingaband,planningandrecordingyourfirstindependentrecord,buildingabrand,developingbusinesspartnerships,andunderstandingthebusinesssideofmusicproduction.·4weeks:2-5hoursperweek;self-pacedUXOnlineInthiscourse,youwillfocusonthepathwaystoInternetsecuritycareersuccess.Youwilldetermineyourownincomingskills,talent,anddeepintereststoapplytowardameaningfulexplorationof32DigitalPathwaysofCybersecurity.Youwillcompleteaself-assessmenttodeterminetheessentialnextsteps.·6weeks:2-4hoursperweek;self-paced1.WhatisanadvantageofEliteOnline?

A．Itprovidesdownloadablevideos.B．Itoffersthelongestlearninghours.C．Itfocusesontrainingsofdesignthinking.D．Itrequiresnospecificacademicbackground.2.WhatdoAUXandBerkUXhaveincommon?

A．Theyallowaflexiblelearningpace.B．Theyaimatspecificprofessions.C．Theydevelopmanagementskills.D．Theyassesscareerpotentials.3.WhichprofessionareparticipantsinUXOnlinemostlikelytopursue?

A．Networkengineering.B．Onlineteaching.C．Careerconsulting.D．Digitalmarketing.(★★★)ShortlyafterGustavKlimt,arenownedAustriansymbolistpainter,diedin1918,aphotographwastakenintheartist’sstudio.Itshowstwopaintings,eachdisplayedonaneasel:LadywithFanandtheunfinishedworkTheBride.LadywithFanwasthelastpaintingKlimtworkedonduringtheyear1917.Whilemostofhisportraitspaintsocietyladies,Klimtprobablychoseanunknownmodelhere.Intheappealingpresentationofthisunidentifiedwoman,probablyadancer,sheappearsself-confidentandassured.Withherheadheldhigh,hershouldersexposed,andherbarebreastcoveredbyafan,shegazesoutbeyondtheviewer.KlimtbeganstudyingEast-Asianartasearlyasthe1890s.Initially,hewasprimarilyinterestedinJapaneseart,butinlateryearsturnedtoChinese,Korean,Persian,orIndiancreativestyles.Klimtadoptednotonlydecorativeelementsfromtheartofthesecountriesbutalsocompositionalaspects.Hestudiedtypicalcolorschemes,forexample,andtransferredthemintohispaintings.LadywithFanwasespeciallyinfluencedbyChineseandJapaneseart.WrappedinaChineserobe,theladyhidesbehindadecoratedfan.TheyellowwallpaperinthebackgroundfeaturesseveralcharacteristicpatternsthataresymbolsofgoodfortuneinEast-Asianart:theChinesephoenix(fenghuang),acrane,andthelotusflower.AnotherreferencetoJapanesepaintingistheladywithafanherself:bijin-ga,Japanesewoodblockportraitsofbeautifulcelebrities.LikeSchiele,Kokoschka,andotherartistsfromhiscircle,KlimtwasamemberoftheViennaInstituteforCulturalResearch.Foundedin1915,theinstitutionadvocatedapeaceful,equalworldcultureandrejectedtheideaoftheculturalsuperiorityoftheWest,aconceptwidespreadatthetime.Klimt’spaintingsconveyhisbelief:EuropeanandAsianpictorialtraditionsarebroughttogetherinequalmeasuretoformaharmonioussymbiosis(共生).4.Whatdoesparagraph2mainlytalkabout?

A．DetailsofLadywithFan.B．Appearanceofthepainter.C．Recommendationofamodel.D．Comparisonoftwostyles.5.WhatcanweinferaboutGustavKlimtaccordingtothepassage?

A．LadywithFanwashisgreatestwork.B．Heshowedlittleinterestinwesternart.C．HewasfamiliarwithEast-Asianculturalelements.D．Heappliedvarioustechniquesofwesternarttoallhisworks.6.WhatmessagedoGustavKlimt’spaintingsconvey?

A．Promotingmodernart.B．Protectingwesterncultures.C．Strengtheningsocialbonds.D．Appealingforcultureequality.7.Whereisthispassagemostlikelyfrom?

A．Anartjournal.B．Asciencemagazine.C．Anewsreport.D．Atravelguide.(★★★)HeidiTai,co-founderofTangaroaBlueFoundation,anorganizationcommittedtobeachcleaning,waspuzzledwhensheandherteammatesstartedfindingstrangetireshapedcapsuleswashedashorealongtheCapeYorkcoast,nearAustralia’snortheasterntip.ButTaiteventuallyconnectedwithSatlink-aSpanishsatellitecommunicationscompany.Satlink’sGPS-enabledbuoys(浮標(biāo)),theonesthebeachcleanersKeptfinding,helpcommercialfisherstracktheirnets,linesetc.Taithadabrainwavethatwouldseethebuoysnotjustrecycledbutreused.Formorethanadecade,boatcrewsworkingfartherwest,inAustralia’sGulfofCarpentaria,hadbeentellingTaitabouthowabandonedfishingnetswerecirclingthegulf,hurtingseacreatures.Theseso-calledghost(幽靈)netshadeitherbrokenfreefromcommercialfishingboatsandgottenlost,orwerecutloosebyfishersaftergettingcaughtonrocks.Weighingafewtonneseach,thenetsthatboatcrewshadchanceduponinthegulfwereoftentoobigforthemtopulloutofthewater.They’dtypicallyreportthefindstotheauthorities,butbythetimeanyonewithanappropriatelyequippedboatcouldheadouttogetone,themassofmessyropehadoftengonefromsight.However,onceoneoftheGPS-enabledbuoysisattached,itsendsitslocationeveryfewhourstoawebsite,whichletsTangaroaBlueFoundationmonitorthenets’movementsandwarnstheorganizationofdanger.Sofar,thereusedGPStrackershavehelpedTangaroaBlueFoundationrecoverthreeghostnetsfromAustralianwaters.TangaroaBlueFoundation’sideatotrackghostnetsisn’tentirelynew;researcherswiththeCommonwealthScientificandIndustrialResearchOrganisation(CSIRO),Australia’snationalscienceagencysuggesteditadecadeago.Takingtheideaonboard,theauthoritiestriedusingbattery-poweredtrackerstomonitorafewghostnets.TangaroaBlueFoundation’sapproachdiffersinthatitsrecycledbuoysaresolar-poweredandrequirelessupkeep.8.Whatwerethetire-shapedcapsulesoriginallyusedfor?

A．Removingbeachwaste.B．Recyclingvehicletires.C．Locatingfishingequipment.D．Strengtheningsatellitesignals.9.Whatdoestheauthorintendtodoinparagrap2?

A．Illustrateafuturepossibility.B．Describeatechnicalprocess.C．Presentapracticalsolution.D．Frameaproblemcontext.10.HowdoTangaroaBlueFoundation’sbuoysoutperform(勝過)earliertrackers?

A．Theyneedlessmaintenance.B．Theymonitorbroaderregions.C．Theyreceivegovernmentfunding.D．Theyprovideprecisetrackingdata.11.Whatisthebesttitleforthetext?

A．TurningWasteintoTreasure:ASolutiontoGhostNetsB．FightingThreats:TheHiddenHarmofGhostNetsC．FinancingChange:InnovativeOceanCleanupPlansD．ProtectingSeasfromWaste:AnActivistofConservation(★★★)Ifyoueverfeelthattheworldisagainstyou,youarenotalone.Weallhaveatendencytoassumethatwhenanythinggoeswrong,thefaultliesinsomegreatintrigue(詭計)againstus.Ifaco-workerfailsthedeadline,hemustbetryingtobeatyoutoapromotion.WhenWi-Fiinacoffeeshopisnotworking,thestaffmustbelyingabouthavingitjusttoattractyouin.Butthefactisthatthesimpleexplanations,whichwetendtojumpto,arebarelytrue.Maybeyourco-workerthoughttodaywasTuesday,notWednesday.MaybetheWi-Fijustwentwrong.ThisiswhereHanlon’srazorworks—ausefulmentalmodelthatoneshouldneverconsiderwhatcanbefullyexplainedbyneglect(疏忽)asdoingharmonpurpose.ApplyingHanlon’srazor,ahelpfultoolforrapiddecision-makingandcomprehension,inourdailylivesmakesuslessjudgmental,andimproveourreasoningskills.Meanwhile,Hanlon’srazorallowsustohavemoreempathy(同理心)andteachesusnottoassumetheworstintentionintheactionsofothers,thevalueofwhichismostpronouncedinrelationships,businessmatters,andpersonalhappiness.Weallleadcomplexliveswherethingsareconstantlygoingwrong.Whenthisoccurs,acommonresponseistoblamethenearestpersonandassumetheyhavebadintention.Whensomeonemessesuparoundus,weforgethowmanytimeswe,too,havedonethesame.Instead,weregardtheperpetratorasasourceofintenseannoyance.Toassumeintentioninsuchasituationislikelytoworsentheproblem.Noneofuscaneverknowwhatsomeoneelsewants.Inabilityorneglectisfarmorelikelytobethegenuinecausethanthedesiretohurt.Whenasituationannoysus,itcanbevaluabletoconsiderifthoseemotionsarenecessary.Often,thebestwaytoreacttootherpeoplecausingusproblemsisbyseekingtocommunicatewiththem,nottodismissthem.Inthisway,wecanavoidrepeatsofthesamesituation.12.WhatcanwelearnaboutHanlon’sRazor?

A．Itisawaytosolvecolleagues’problems.B．Itavoidstakingneglectasintentionalharm.C．ItisadeviceforrestoringWi-Ficonnection.D．Itidentifieswhoisresponsibleformistakes.13.Whatdoweusuallydowhenthingsfail?

A．Weturntotrustworthypersons.B．Wechangecurrentsituations.C．Wedealwithnegativeemotions.D．Wemisjudgeothers’intention.14.Whatdoestheunderlined“theperpetrator”inparagraph4referto?

A．Themindreader.B．Theerrormaker.C．Theproblemsolver.D．Theeventplanner.15.Whatissuggestedwhenotherscauseproblems?

A．Losingtempertothem.B．Puttingthemonthespot.C．Exchangingideaswiththem.D．Turningablindeyetothem.(★★)TeachingEnglishlanguagelearners(ELL)presentschallenges,especiallyinhelpingstudentsbuildacademicskillsandadjusttoanewenvironment.16Thisapproachencouragesself-expression,supportsteamworkandhelpsthemconnectpersonallytothelearningprocess.Theunitcanbeginbyengagingstudentsinadiscussionaboutgardening.Displaytoolssuchaspots,soil,wateringcans,andtrowels.Letstudentshandlethetoolsandaskquestionsabouttheirpurpose.17Thisallowsstudentstorelatepersonallytothetopic,asmanyhavesomeconnectiontogardening,whetherthroughfamilyorfavoriteplants.18Ensurethateachstudenthasthematerialstheyneed.Repurposehouseholditemsifnecessary.Studentscanbedividedintogroups,wheretheycansupportoneanotherastheycarefortheirplants.Conversationtopicssuchas“Whydoplants?”or“Whatdoplantsneedtogrow?”canbeusedtoguidediscussionswithinthegroups.Astheplantsgrow,it’simportanttoteachstudentsabouttheplantlifecycle.Remindthemthatgrowthmaynotalwaysbevisibleimmediately,butchangesarehappeningbeneaththesoil.19Studentscanmeasuretheirplants,makeobservations,andreflecton.theirexperiencesontheirjournals.Additionally,theycouldresearchplantsfromtheirhomecountriesandlearnabouttheirculturalsignificance.Inthefinalstagesoftheunit,studentscanplanttheirplantsintheschoolgarden.20Thismarkstheplants’growthandthestudents’development,bothindividuallyandaspartofalargercommunity.Incorporatinggardeningintotheclassroomnotonlyteachesstudentsaboutplantsbutalsohelpswithlanguagedevelopment,understandingothers,andasenseofcommunity.

A．Invitethemtosharetheirexperienceswithgardening.B．Ausefulwaytoaddressthesechallengesisthroughagardeningunit.C．Trackingplantgrowththroughajournalisanessentialpartofthisunit.D．Alternatively,theycanchoosetosharethemwithothersinthecommunity.E．Subscribingtojournalsrelatedtogardeningcandeepenstudents’understandingofit.F．Tosupportlanguagedevelopment,theapproachtotranslanguagingcanbeintroduced.G．Oncestudentsarefamiliarwithgardeningtoolsandvocabulary,theycanstartplanting.二、完形填空(★★★)MyhusbandAJstartedrunningtoloseweight,focusingonthetwenty-fivepoundshe’dputonsincewemarried.Ifully_________himdoingwhatheneededtodotofeelgood.Therefore,wesignedupfortheNewYork5Kracetogether.Aswewaitedforthecrackoftheguntoreleaseus,we_________upanddownatthestartlineinthebitterJanuarycold.“Yousureyoudon’tmindifI_________you?”heasked.Hehadstarted_________acoupleofweekspriorandwasrunningafewtimesaweek.“Nope,”Ireplied.Whenthegun_________,hesprintedahead.Afterafewminutesofrunning,Isawmyhusbandahead,soI_________uptohim.Afteramile,Icaughthim,andwerantogetherforabit.Alwayscompetitive,Ipushedthe_________,thinkinghewouldkeepup.Hefellbehindafewfeet,thenafewyards,andthenhewas_________.Ifinishedtheraceina_________timeofjustovertwenty-fiveminutes.Ifeltbeyondthrilled,consideringIhadn’ttrained.AJwasashamed.Hecouldn’tbelievethatI,untrainedandnotparticularlyinshape,had__________him.Iencouragedhimtomoveeverydayandset__________.Then,heannouncedthathewasgoingtorunamarathonineachstate.Oncehesethismindonit,hewasallin.Isawhimrunonthehilly,wooded__________asthecoldNovemberairchilledhim,andIsawhimfacehail(冰雹),lightning,andeventhe__________ofloosedogs.__________hegothismedalandmykiss.Whenhecrossedtheline,hecertainlywasn’tcomfortable—the__________kneesfromfallingsawtothat,buthewassatisfied.Hehadpushedhimselfbeyondwhathethoughtwaspossibleandfinished.21.A．restrictedB．supportedC．opposedD．doubted22.A．bouncedB．noddedC．floatedD．rolled23.A．helpB．leaveC．followD．train24.A．skippingB．cyclingC．swimmingD．jogging25.A．whistledB．screamedC．eruptedD．crashed26.A．edgedB．heldC．walkedD．wandered27.A．distanceB．lineC．barrierD．pace28.A．outofsightB．a(chǎn)talossC．inahurryD．outofhand29.A．sufficientB．longC．terribleD．respectable30.A．caughtB．beatenC．quitD．struck31.A．testsB．limitsC．goalsD．records32.A．highwaysB．pathsC．streetsD．sidewalks33.A．protectionB．companyC．cheerD．threat34.A．ImmediatelyB．GraduallyC．EventuallyD．Suddenly35.A．treatedB．infectedC．skinnedD．broken三、語法填空(★★★)閱讀短文內(nèi)容,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。EveryyearinChina,adayissetasidetohonourandshowrespectfortheeldersandseniorcitizensintheentirenation.AsChinahasmorethan297millionpeople36(age)60andover,accordingtothelateststatistics,thisday37(grow)inpopularityovertheyears.In38early1980s,theChinesegovernmentdeclaredthattheChongyangFestivalwouldbetheday39(celebrate)thelivesofChina’seldercitizens.Ofcourse,showingrespectandadmirationtotheoldisaChinesetradition40(date)backtoancienttimes,41thereforethepeopleeasilyandreadilysupportthisday.Onthisday,thegovernmentandlocalcommunitiesholdvariousactivitiesfortheelders,42freehaircuts,culturalperformancesandhealth-careconsultations.However,respectfortheeldersshouldbekeptinmindfirmlyandshowing43(we)forthemisnotrestrictedtoonespecialdayonly.Accordingto44(history)records,eldersover70yearsoldenjoyedspecialtreatmentandanyonenotshowingrespecttothemwouldbepunished,45provesthatrespectingtheelderswassetinlawbackthen.四、書信寫作(★★)46.假定你是李華，你校英文報正在舉行主題為“EmbracingTraditions,ShapingtheFuture”的征文活動，請你寫一篇短文投稿，內(nèi)容包括：1.介紹你熟悉的一項中國傳統(tǒng)文化；2.談?wù)勊默F(xiàn)代意義。注意：1.寫作詞數(shù)應(yīng)為80個左右；2.段文的題目和首句已為你寫好。EmbracingTraditions,ShapingtheFutureTraditionalChinesecultureconnectswhowewerewithwhowearebecoming.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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。Ittookaday’sdrive,butdistancewasbesidethepoint.Ialwaysenjoyedlongjourneysinmyfather’scarwithmyfamily.However,thingswentdifferentthattime.Weweremovingtoanewtown,notforanytouristdestination,buttosettledown,formyfatherhadanewjobthere.Mymother,sittingonthepassengerseatinthefront,wastalkingwithmyfather.Shelookedexcitedforthecomingnewlife.ButIwasdown,feelingnervousaboutstartinganewschoollife.Enteringanewschoolmeantadaptingtoacompletelydifferentenvironmentandmeetingnewclassmatesandteachers,whichIwasnotgoodat.Onmyfirstdayatthenewschool,Ifeltlostandoutofplace.Thestudentsalreadykneweachotherwell,andthe