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2024-2025学年七宝中学高三上英语第一次月考
II. Grammar and Vocabulary
Section A
Directions: After reading the passage below, fill in the blanks to make the passages coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.
Most of the people who appear most often and most gloriously in the history books are great conquerors and generals and soldiers, while the people 21 ( help) civilization forward are often never mentioned at all. We do not know who first set a broken leg, or launched a seaworthy boat or calculated the length of the year, or manured (施肥) a field; but we know all about the killers and destroyers.
People think a great deal of them, so much that on all the highest pillars(纪念柱) in the great cities of the world you will find the figure of a conqueror or a general or a solider. And I think most people believe that the greatest countries are 22 that have beaten in battle the greatest number of other countries and ruled over them as conquerors. It is just possible they are, but they are not 23 ( civilized). Animals fight; so 24 savages(野蛮人); so to be good at fighting is to be good in the way in which an animal or a savage is good, but it is not to be civilized. Even being good at getting other people to fight for you and telling them how to do it most efficiently -- this, after all, is 25 conquerors and generals have done -- is not being civilized. People fight 26 ( settle) quarrels. Fighting means killing, and civilized peoples ought to be able to find some ways of settling their disputes other than by seeing which side 27 kill off greater number of the other side, and then saying that the side which has killed most 28 ( win). It means 29 ( say) that power is right.
This is what the story of mankind has on the whole been like. Even our own age has fought the two greatest wars, 30 millions of people were killed or disabled. And while today it is true that people do not fight and kill each other in the streets -- while, that is to say, we have got to the stage of keeping the rules and behaving properly to each other in daily life -- nations and countries have not learnt to do this yet, and still behave like savages.
Section B
Directions: Fill in each blank with a proper word chosen from the box. Each word can only be used once. Note that there is one word more than you need.
A. modesty B. estimates C. burdened D. entitles A B. justifying AC. concern AD. opposed BC. Intensive BD. morally CD. imposes ABC. viewing
Only two countries in the advanced world provide no guarantee for paid leave from work to care for a newborn child. Last spring one of the two, Australia, gave up the bad distinction by setting up paid family leave starting in 2011. I wasn't surprised when this didn't make the news here in the United States - we' re now the only wealthy country without such a policy.
The United States does have one explicit family policy, the Family and Medical Leave Act, passed in 1993. It 31 workers to as much as 12 week's unpaid leave for care of a newborn or dealing with a family medical problem. Despite the 32 of the benefit, the Chamber of Commerce and other business groups fought it bitterly, describing it as " government- run personnel management" and a " dangerous precedent (先例) ". In fact, every step of the way, as ( usually) Democratic leaders have tried to introduce work- family balance measures into the law, business groups have been strongly 33 .
As Yale law professor Anne Alstott, argues, 34 parental support depends on defining the family as a social good that, in some sense, society must pay for. Parents are 35 in many ways in their lives: there is " no exit" when it comes to children. Society expects parents to provide their children with continuity of care, meaning the 36 and intimate care that human beings need to develop their intellectual, emotional and moral capabilities. And society expects parents to persist in their roles for 18 years, or longer if needed.
While most parents do this out of love, there are public punishments for not providing care. What parents do, in other words, is of deep 37 to the state, for the obvious reason that caring for children is not only 38 urgent but important to the future of society. The state recognizes this in the large body of family laws that govern children's welfare, yet parents receive little help in meeting the life- changing obligations society 39 -. To classify parenting as a personal choice for which there is no collective responsibility is not merely to ignore the social benefits of good parenting; really, it is to steal those benefits because they accrue(累积) to the whole of society as today's children become tomorrow's citizens. In fact, by some 40 , the value of parental investments in children, investments of time and money, is equal to 20%- 30% of GDP. If these investments bring huge social benefits- as they clearly do- the benefits of providing more social support for the family should be that much clearer.
III. Reading Comprehensions
Section A
Directions: For each blank in the following passage, there are four words or phrases marked A,B,C and D. Fill in each blank with the word or phrase that best fits the context.
Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. As master craft workers, they imparted the knowledge of their trades to apprentices(学徒) and journeymen (熟练工) . 41 , women often worked in their homes part- time, making finished articles from raw material supplied by merchant capitalists. After 1815 this older form of manufacturing began to 42 factories with machinery tended by unskilled or semiskilled laborers. 43 transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production.
Apprentices were considered part of the family, and masters were responsible not only for teaching their apprentices a trade but also for providing them with some education and for 44 their moral behavior. Journeymen knew that if they 45 their skill, they could become respected master artisans with their own shops. Also, skilled artisans did not work by the clock.
The factory changed that. Goods produced by factories were not as finished or elegant as those done by hand, and pride in craftsmanship gave way to the 46 to increase rates of productivity. The new methods of doing business involved a new and stricter sense of time. Absenteeism and lateness hurt productivity and, since work was specialized, 47 the regular factory routine. Industrialization not only produced a fundamental change in the way work was organized; it 48 the very nature of work.
The first generation to experience these changes did not adopt the new attitudes easily. The factory clock became the symbol of the new work rules. One mill worker who finally 49 complained revealingly about " obedience to the ding- don g of the bell- just as though we are so many living machines." With the 50 of personal freedom also came the loss of standing in the community. Unlike artisan workshops in which apprentices worked 51 with the masters supervising them, factories sharply separated workers from management. Few workers rose through the ranks to supervisory positions, and even well- paid workers sensed their 52 in status.
In this newly emerging economic order, workers sometimes organized to protect their rights and traditional ways of life. The labor movement gathered some momentum (动力, 势头) in the decade before the Panic of 1837, but in the depression that followed, labor's strength 53 . During hard times, few workers were willing to strike or 54 collective action. And skilled craft workers, who led the union movement, did not feel a particularly strong bond with semiskilled factory workers and unskilled laborers. More than a decade of agitation(激烈争论) did finally bring a workday shortened to 10 hours to most industries by the 1850s', and the courts also recognized workers' right to strike, but these 55 had little immediate impact.
41. A. Otherwise B. Moreover C. However D. Therefore
42. A. give way to B. make up for C. get rid of D. end up with
43. A. Expensive B. Public C. Difficult D. Cheap
44. A. displaying B. supervising C. respecting D. predicting
45. A. shared B. assessed C. perfected D. applied
46. A. pressure B. hatred C. freedom D. disappointment
47. A. followed B. broke C. established D. fixed
48. A. ignored B. demanded C. guaranteed D. transformed
49. A. succeeded B. recovered C. quitted D. revenged
50. A. restoration B. change C. loss D. protection
51. A. closely B. efficiently C. independently D. diligently
52. A. stability B. independence C. decline D. security
53. A. maintained B. developed C. returned D. collapsed
54. A. protest against B. give up C. account for D. engage in
55. A. emphases B. limits C. evidences D. gains
Section B
Directions: Read the following two passage. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
The person who set the course of my life was a school teacher named Marjorie Hurd. When I stepped off a ship in New York Harbor in 1949, I was a nine- year- old war refugee, who had lost his mother and was coming to live with the father he did not know. My mother, Eleni Gatzoyiannis, had been imprisoned and shot for sending my sisters and me to freedom.
I was thirteen years old when I entered Chandler Junior High. Shortly after I arrived, I was told to select a hobby to pursue during " club hours." The idea of hobbies and clubs made no sense to my immigrant ears, but I decided to follow the prettiest girl in my class. She led me into the presence of Miss Hurd, the school newspaper adviser and English teacher.
A tough woman with salt- and- pepper hair and determined eyes, Miss Hurd had no patience with lazy bones. She drilled us in grammar, assigned stories for us to read and discuss, and eventually taught us how to put out a newspaper. Her introduction to the literary wealth of Greece gave me a new perspective on my war- tom homeland, making me proud of my origins. Her efforts inspired me to understand the logic and structure of the English language. Owing to her inspiration, during my next twenty- five years, I became a journalist by profession.
Miss Hurd retired at the age of 62. By then, she had taught for a total of 41 years. Even after her retirement, she continually made a project of unwilling students in whom she spied a spark of potential. The students were mainly from the most troubled homes, yet she alternately bullied and charmed them with er own special brand of tough love, until the spark caught fire.
Miss Hurd was the one who directed my grief and pain into writing. But for Miss Hurd, I wouldn't have become a reporter. She was the catalyst that sent me into journalism and indirectly caused all the good things that came after.
56. Which of the following caused the author to think of his homeland differently
A. Stepping on the American soil for the first time.
B. Her mother's miserable death.
C. Being exposed to Greek literary works.
D. Following the prettiest girl in his class.
57. It can be inferred from Paragraph Four that .
A. Miss Hurd's contribution was recognized across the nation.
B. Students from troubled homes preferred Miss Hurd's teaching style
C. The students Miss Hurd taught were all finally fired
D. Miss Hurd employed a unique way to handle these students
58. The passage is mainly concerned with .
A. how the author became a journalist
B. the importance of inspiration in one's life
C. the teacher who shaped the author's life
D. factors contributing to a successful career
(B)
Setting in to life at Oxford
When you first arrive in Oxford, it may take a little while for you to find your way around. The university is a large organization that is fully integrated into the city and has been evolving for800 years. Some of the first things our students do when they arrive include finding a bike ( most students in Oxford find cycling is the best way to go around), setting up a bank account, getting their computer and mobile phone working, finding their department, getting to know their college and working out the best places to socialize.
One of the major events you will experience shortly after " coming up" to Oxford is matriculation. Matriculation is held at the University's Sheldonian Theatre and is the ceremony at which you are formally admitted to the university.
International students are invited to an orientation day at the start of the academic year. Sessions run throughout the day that will give you practical information about living and studying in UK and introduce you to other graduate students from for all over the world who are starting their studies at Oxford at the same time as you, as well as to current Oxford graduate students and staff who will be able to help and advise you. The day covers topics such as studying and learning in the Oxford system. University services, information on living in Britain and culture differences, as well as addressing practical issues such as employment, immigration and visas, health and safety. You can choose which talks to attend and at the end of the day there is a social hour so you can meet fellow students.
Another good thing to experience early on is college dining. Most colleges have a tradition of regular formal hall dinners, which consist of three or four courses, and the atmosphere of an evening out in a nice restaurant. On some of these occasions you can invite people around to your college for dinner and then they may return the favor. In this way, you can get to know people studying your own and other subjects at the same time as visiting many of the historical college grounds and dining halls.
Further information on your first few weeks at Oxford is available via the Student Gateway on our website, and your can get first- hand accounts of what life at Oxford is like by watching videos of students talking about their experiences on our Wall of 100 Faces.
59. Which of the following is NOT the first thing for a new comer to Oxford to do
A. to find a best place to socialize B. to set up a bank account
C. to go to the Sheldonian Theatre D. to get mobile phone working
60. When do students feel they are truly admitted to Oxford University
A. They arrived in Oxford and settled down on campus.
B. They received the offer from the admission office.
C. They met the staff and took some required courses.
D. They experienced the matriculation in the university.
61. Why is an orientation important for international students
A. It is a good chance to ask the staff for help.
B. It offers practical information about living and studying.
C. It helps get students' computers hooked to the Internet.
D. It can help deal with the problem of culture differences.
62." return the favor" in the passage probably means .
A. inviting you for dinner B. visiting your historic college in return
C. sharing favorite videos D. providing you with some good advice
(C)
In the college- admissions wars, we parents are the true fighters. We' re pushing our kids to get good grades, take SAT preparatory courses and build resumes to they can get into the college of our first choice. I've twice been to the wars, and as I survey the battlefield, something different is happening. We see our kids' college background as a prize demonstrating how well we've raised them. But we can't acknowledge that our obsession is more about us than them. So we've come up with various justifications that turn out to be half- truths, prejudices or myths. It actually doesn't matter much whether Aaron and Nicole go to Stanford.
We have a full- blown prestige panic; we worry that there won't be enough prizes to go around. Fearful parents urge their children to apply to more schools than ever. Underlying the hysteria (歇斯底里) is the belief that scarce elite degrees must be highly valuable. Their graduates must enjoy more success because they get a better education and develop better contacts. All that is plausible-- and mostly wrong. We haven't found any convincing evidence that selectivity or prestige matters. Selective schools don't systematically employ better instructional approaches than less selective schools. On two measures -- professors' feedback and the number of essay exams selective schools do slightly worse.
By some studies, selective schools do enhance their graduates' lifetime earnings. The gain is considered at 2-4% for every 100- point increase in a school's average SAT scores. But even this advantage is probably a statistical fluke (偶然) . A well- known study examined students who got into highly selective schools and then went elsewhere. They earned just as much as graduates from higher- status schools.
Kids count more than their colleges. Getting into Yale may signify intelligence, talent and ambition. But it's not the only indicator and its significance is declining. The reason: so many similar people go elsewhere. Getting into college is not life's only competition. In the next competition -- the job market and graduate school -- the results may change. Old- boy networks are breaking down. Princeton economist Alan Krueger studied admissions to one top Ph. D. program. High scores on the GRE helped explain who got in; degrees of prestigious universities didn't.
So, parents, lighten up. The stakes(风险) have been vastly exaggerated. Up to a point, we can rationalize(合理化) our pushiness. America is a competitive society; our kids need to adjust to that. But too much pushiness can be destructive. The very ambition we impose on our children may get some into Harvard but may also set them up for disappointment. One study found that, other things being equal, graduates of highly selective schools experienced more job dissatisfaction. They may have been so conditioned to being on top that anything less disappoints.
63. Why does the author say that parents are the true fighters in the college- admissions wars
A. They have the final say in which university their children are to attend.
B. They know best which universities are most suitable for their children.
C. They care more about which college their children go to than the children themselves.
D. They have to carry out intensive surveys of colleges before children make an application.
64. What does the author mean by " kids count more than their colleges" Linel, para.4
A. Continuing education is more important to a person's success.
B. Kids' actual abilities are more important than their college background.
C. A person's happiness should be valued more than their education.
D. What kids learn at college cannot keep up with job market requirements.
65. What does Krueger's study tell us
A. Getting into Ph. D. programs may be more competitive than getting into college.
B. Graduates from prestigious universities do not care much about their GRE scores.
C. Connections built in prestigious universities may be sustained long after graduation.
D. Degrees of prestigious universities do not guarantee entry to graduate programs.
66. According to the passage, one possible result of pushing children into elite universities is that
A. they experience more job dissatisfaction after graduation
B. they earn less than their peers from other institutions
C. they turn out to be less competitive in the job market
D. they overemphasize their qualifications in job application
Section C
Directions: Read the passage carefully. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.
A. How did they disobey the laws of business physics, taking more time than competitors yet performing better B. Teams that regularly take time to get things right, rather than plough ahead full bore, are more successful in meeting their business goals. C. More haste, less speed, which in the study proves wrong. D. Companies fearful of losing their competitive advantage spend much time and money looking for ways to pick up the speed. AB. They valued efficiency rather than consideration. AC. They encouraged new ways of thinking.
In business, there is a speed difference: It's the difference between how important firm leaders say speed is to their competitive strategy and how fast the company actually moves. The difference is important regardless of industry and company size. 67
In our study of 343 businesses, the companies that choose to go, go, go to try to gain an edge ended up with lower sales and operating incomes than those that paused at key moments to make sure they were on the right track. What's more, the firms that " slowed down to speed up " improved their top and bottom lines, averaging 40% higher sales and 52% higher operating incomes over a three- year period.
68 They thought differently about what " slower" and " faster" mean. Firms sometimes fail to understand the difference between operation speed ( moving quickly) and strategic speed ( reducing the time it takes to deliver value). Simply increasing the speed of production, for example, may be one way to try to reduce the speed difference. But that often leads to reduced value over time, in the form of lower- quality products and services.
In our study, higher- performing companies with strategic speed always made changes when necessary. They became more open to ideas and discussion. 69 And they allowed time to look back and learn. By contrast, performance suffered at firms that moved fast all the time, paid too much attention to improving efficiency, stuck to tested methods, didn't develop team spirit among their employees, and had little time thinking about changes.
Strategic speed serves as a kind of leadership. 70 That kind of strategy must come from the top.
第Ⅱ卷
I. Summary
Directions: Read the following three passages. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.
It is found that American students spend less than 15% of their time in school. While there's no doubt that school is important, a number of recent studies remind us that parents are even more so. A study published earlier this month by researchers at North Carolina State University, for example, finds that parental involvement -- checking homework, attending school meetings and events, discussing school activities at home -- has a more powerful influence on students' academic performance than anything about the school the students attend.
So parents matter. But it is also revealed in researches that parents, of all backgrounds, don't need to buy expensive educational toys or digital devices for their kids in order to give them an advantage. What they need to do with their children is much simpler: talk.
But not just any talk. Recent research has indicated exactly what kinds of talk at home encourage children's success at school. For example, a study conducted by researchers at the UCLA School of Public Health found that two- way adult- child conversations were six times as potent in promoting language development as the ones in which the adult did all the talking.
Engaging in this back- and- forth gives children a chance to try out language for themselves, and also gives them the sense that their thoughts and opinions matter.
The content of parents' conversations with kids matters, too. Children who hear talk about counting and numbers at home start school with much more extensive mathematical knowledge. While the conversations parents have with their children change as kids grow older, the effect of these exchanges on academic achievement remain strong. Research finds that parents play an important role in what is called " academic socialization" -- setting expectations and making connections between current behavior and future goals. Engaging in these sorts of conversations has a greater impact on educational accomplishment.
II. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
1. 意识到犯了大错，我马上向在场所有的人表达了诚挚的歉意。(present)
2. 这款新药对感染了这种病毒的病人是否有效尚不知晓。(remain)
3. 对语言学习者来说，接触英文材料并养成好的习惯能提高学习成果。(expose)
4. 迄今虽说屡屡采取严控措施，但绝大多数人仍然觉得难以承担目前的高房价。(though)
III. Guided Writing
Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese.
假如你是明启中学的李明，想申请一个扶贫项目，帮助贫困地区的儿童。根据以下启示写一封申请信。
启示：国际儿童基金会将资助中学生开展扶贫项目，以帮助贫困地区的儿童。申请成功者将获得项目经费2000元。有意者请来信告知。
信中请包括：
1. 你个人基本情况
2. 你对申请项目具体设想
3. 项目经费使用情况
参考答案
1-5 DCACD 6-10BBCAA 11-13 BDB14-16 BDC17-20 DCAC
II.
21. helping 22. those 23. the most civilized 24. do 25. what 26. to settle
27. can 28. has won/ wins 29. saying 30. where
31—40D A AD AB C BC AC BD CD B
III.
41-55 BADBC ABDCC ACDDD
56—58 CDC 59—62 CDBA 63—66 CBDA 67-70 D A A C B
第Ⅱ卷
I. Summary (10%)
According to a study, parental involvement matters in improving children’ academic performance. What they should do is to talk with children. First, two- way conversations between children and parents should be encouraged, which makes children think their thoughts are valued. Second, the content of talk matters. During the talk, parents and children interact with each other academically, thus impacting school achievement.(60 words)
II. Translation(15%) 3+3+4+5
1. 意识到犯了大错，我马上向在场所有的人表达了诚挚的歉意。(present)
Realizing that I had made a serious mistake, I made a sincere apology to the people present.
2. 这款新药对感染了这种病毒的病人是否有效尚不知晓。(remain)
Whether the / this new medicine will have any effect on the patients ( who are) infected by this( kind of) virus remains unknown.
3. 对语言学习者来说，接触英文材料并养成好的习惯能提高学习效率。(expose)
For language learners, being exposed to English materials and developing good habits can enhance learning efficiency.
4. 迄今虽说屡屡采取严控措施，但绝大多数人仍然觉得难以承担目前的高房价。(though)
Though severe / strict control measures have been taken repeatedly / again and again by now/ up to now, the vast majority of people / most people still feel / find it difficult / hard to afford the current high housing prices.

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