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山东省日照市2023-2024学年高二下学期期中考试英语试题
一、阅读理解
Our recommended list of environmental books covers a broad range of topics. These must-read environmental books are sure to spark the interest of the greenest books.
Silent Spring
Written by Rachel Carson, Silent Spring highlights the effects of pesticides (杀虫剂) on the environment, especially DDT, which was a very popular insecticide until it was finally banned in 1972. The book eventually led to a change in the United States’ pesticide policy and contributed to the creation of the Environmental Protection Agency.
No One Is Too Small to Make a Difference.
This book collects 11 speeches made by climate activist Greta Thunberg, highlighting the issue of climate change and its impact on future generations. Greta Thunberg was 15 when she started the School Strike for Climate, also known as Fridays for Future. She inspired protests worldwide.
The Uninhabitable Earth
This book by David Wallace Wells examines the disasters that have already occurred and looks ahead to the year 2100 and what climate change will do if we continue on our current path. Its opening line is incredibly telling: “It is worse, much worse, than you think.”
The End of Nature
Published in 1989, the book describes the relationship between nature and humans. It expresses the idea that nature was previously independent of humans but has now been affected by them in every way. According to author Bill McKibben, the idea of wilderness is lost, and nature is no longer complete.
1．Which book brought the environment to the government’s attention
A．Silent Spring. B．The End of Nature.
C．The Uninhabitable Earth. D．No One Is Too Small to Make a Difference.
2．What feeling does the author display in The Uninhabitable Earth
A．Curiosity. B．Concern. C．Annoyance. D．Disappointment.
3．Which of the following is Bill McKibben’s idea
A．Nature will not exist any longer. B．Wild animals are disappearing fast.
C．Human activities are destroying nature. D．Climate change affects future generations.
In 2018, when Hemesh Chadalavada was 12 years old, his grandmother forgot to turn off the gas after she made herself a cup of tea. This experience caused Hemesh to invent the “Alpha Monitor”, a device designed for dementia (痴呆) patients.
He started creating this device with whatever was at home, with the help of the internet. “The first model I built was a huge box. I learnt how to make a wearable device on the internet by learning which components to use and where I could source them in Hyderabad. I started with a hardware device, after which I learnt coding online and moved to machine learning and data science, to help me perfect my device,” he adds.
The Alpha Monitor has two parts, one, a wearable watch-like device, and the second, an alarm which connects to it. “You attach the device to the patient. In case the patient throws it away or doesn’t like wearing it, you can just put it in a bag and fix it in their pocket or sock or wherever you like. Once you plug in the alarm, you will be warned for every tiny change in movement. As soon as the patient gets up or wanders away, it will warn the family members with a huge alarm sound,” says Hemesh.
The wearable device monitors body temperature, pulse, and detects movement, falls and more. It works using a gyroscope sensor to detect even the slightest movement and health sensors for pulse and temperature. It works without Wi-Fi or bluetooth and has a range of 1-2k m, according to Hemesh. It can also be connected to an app for children staying far away to monitor their parents’ movements.
“The happiest I’ve ever been is seeing how the device actually works for patients with Alzheimer’s. It gives me incredible happiness to see the small impact I’ve managed to create in the lives of these families,” smiles the youngster.
4．What can we learn about Hemesh from the first two paragraphs
A．He received little formal education. B．He had a strong self-learning ability.
C．He invented the device to stop gas leaks. D．He got support from a computer engineer.
5．How does the Alpha Monitor warn people of patients’ movements
A．By speaking into their phones. B．By producing a loud noise.
C．By making an emergency call. D．By announcing the time automatically.
6．What is a feature of the Alpha Monitor
A．It can analyze patients’ health data. B．It can prevent patients from falling down.
C．It can track patients’ movements remotely. D．It can make a difference to patients’ recovery.
7．Which of the following can best describe Hemesh
A．Caring and creative. B．Generous and talented.
C．Determined and honest. D．Independent and brave.
People who experienced trauma (精神创伤) as a child or adolescent were found to be 48 percent more likely to have serious and repeated headaches as an adult than those who had not experienced trauma in their early years, according to research published in the journal Neurology. The finding came from the analysis of data from 28 studies, involving 154,739 people.
Overall, nearly one-third of the participants reported having experienced a traumatic event at least once before age 18, and 16 percent had been diagnosed as an adult with a primary headache disorder, which means that their headaches are the main problem, rather than a symptom (症状) of an underlying disease or condition.
The researchers categorized traumatic events as either threat-based (such as physical or emotional abuse, witnessing or being threatened by violence, and serious family conflicts) or deprivation-based (including neglect, financial trouble, parents’ separation, divorce or death, and living in a household with mental illness, alcohol or substance abuse). Physical abuse and exposure to family violence were among the most commonly reported traumas.
Of those who had experienced at least one traumatic event as a youth, 26 percent subsequently were diagnosed with primary headaches, compared with 12 percent of those who had not experienced trauma.
As the number of traumatic events experienced by a child or adolescent increased, so did the odds of their having headaches later in life. For example, those who had experienced four or more traumatic events were more than twice as likely to have a head ache disorder. Also, certain traumas — physical abuse and neglect — were linked to greater risk for headaches than other types of trauma.
The study found an association between trauma as a youth and headache disorder as an adult, rather than direct proof that one led to the other. But the researchers wrote that traumas experienced as a child or adolescent “are important risk factors for primary headache disorders in adulthood,” which one of the researchers described in a statement released by the American Academy of Neurology as “a risk factor that we cannot ignore.”
8．What does the research focus on
A．The different types of trauma experienced by children.
B．The reasons why headaches are so common among adults.
C．The influence that childhood experiences have on later life.
D．The link between childhood trauma and headaches as an adult.
9．Which of the following traumatic events is described as deprivation-based
A．Witnessing violence. B．Physical abuse.
C．The loss of a parent. D．Criticism from teachers.
10．What does the underlined word “odds” in paragraph 5 mean
A．Complexity. B．Frequency. C．Seriousness. D．Chance.
11．What do the researchers say about childhood trauma
A．It causes headaches. B．It deserves attention.
C．It can be prevented. D．It can be life-threatening.
With its neatly arranged tables and shelves loaded with books written by women, Greta Livraria’s small space masks its big ambitions. Since opening this year, the bookstore in Lisbon has contributed its space entirely to promote a group that has, for the most part, been overlooked and undervalued by society: female authors.
It is a “form of historical reparation (弥补)”, said Lorena Travassos, the founder of the store that aims to“address the longstanding gap in sales and publications faced by women”. It is the latest in a wave of bookshops that have sprung up across Europe to give voice to female authors, past and present. In Madrid, a 2017 crowdfunding campaign gave rise to Mujeres & Compa ía, while in Berlin the bookshop She Said is devoted to books by female and queer authors (酷儿作家).
Six years ago in Scotland, Rachel Wood launched a book subscription service, Rare Birds, in an effort to support women’s writing. Despite the fact that some of the world’s most talented writers are women, Wood had long felt that respect for women’s writing was insufficient. “I feel so passionately that women are writing such interesting and exciting things,” said Wood. “Rare Birds is an opportunity to share that with other people.”
As interest in the subscription service grew—it now has members from more than 20 countries—a physical shop in Edinburgh soon followed. The shop’s 2021 opening illustrated the demand for a different kind of bookstore, and thousands of people visited on its first weekend. “Over and over, people tell us how exciting it feels to come into the bookstore and see every inch of shelf space devoted to women’s writing,” said Wood. “Visually, it’s very impactful. The space is designed to treat literal types typically viewed as “women’s interest” as equally as any other literature,” said Wood.
Greta Livraria has become the heart of a community that gathers regularly at the store to celebrate its efforts to value diverse perspectives and carve out a literary landscape that better reflects society.
12．Why did Lorena Travassos found Greta Livraria
A．To create a community for book lovers.
B．To provide a space for authors to gather.
C．To help women writers get social attention.
D．To encourage females to achieve their ambitions.
13．What does the underlined word “that” in paragraph 3 refer to
A．Women’s writing. B．Respect for writers.
C．The book subscription service. D．Rachel Wood’s feeling.
14．What can we learn from Rachel Wood’s words in paragraph 4
A．More and more women are devoted to writing.
B．Physical shops’ opening has contributed to book sales.
C．The status of women’s literature has greatly improved.
D．Bookstores filled with female writing are gaining popularity.
15．Which of the following can be the best title for the text
A．New Bookstores Give Voice to Female Authors
B．She Said: A Leader in Selling Female-authored Books
C．Greta Livraria: A Pioneer in Promoting Literary Works
D．Bookselling Campaigns Give Rise to the Diversity of Literature
If you are an introverted (内向) person who tends to focus too much on yourself or stay quiet in public places, don’t feel annoyed. Bestselling author Susan Cain says that supporting introverts during childhood can help shape them into high-achieving adults. 16
The traditional model of leaders is seen as outgoing, talkative and brave — all typical features of extroverts. 17 Instead, it is believed that true leaders are driven by a desire to advance ideas and new ways of seeing the world or to improve conditions for a group of people. Moreover, “calm leaders” can resolve problems more effectively and better identify which risks are worth taking, thanks to their ability to deal with information and make decisions more carefully.
In the introduction to her book, Cain shares a question she was asked all the time as a child: “Why are you so quiet ” It was usually asked out of concern, she noted. People took her silence as a sign of uneasiness or anger. In fact, she was just listening and observing her surroundings. 18 Cain says introverts make for the best listeners. As keen listeners, introverts can pick up on information that some extroverts might overlook. Unlike extroverts, introverts are not known for jumping to conclusions, and as a result, they tend to receive more attention and appreciation from audiences when they do speak.
19 However, introverts tend to contribute their best work and ideas on their own. “Introverts have an impressive ability to be independent,” Cain wrote. “We find strength in solitude (孤独) and are able to use our precious alone time to focus and concentrate.” 20
A．Listening is one of the necessary skills in life.
B．It starts with recognizing their “hidden strengths”.
C．Extroverts are known to perform well in group settings.
D．In some way, observing is more important than listening.
E．However, leaders need such kinds of abilities to make decisions.
F．But leadership doesn’t need to be quite social or attention-seeking.
G．This is why pushing introverted kids to do group projects ends up backfiring.
二、完形填空
Nguyen Thi Thu is one of the few remaining artists practicing and constantly enhancing the traditional Vietnamese art of sculpting realistic-looking flowers out of papaya (番木瓜树) fruits.
Thu became 21 in carving various flowers from papaya fruits at the age of 15, when she 22 a class on the art of sculpting fruit. She was fascinated by the 23 art form, but then she had to 24 to Russia and stayed there for 15 years. Thu couldn’t 25 her favorite art form because she was too busy working and had no 26 to green papayas. She 27 it with all sorts of other fruits and vegetables, but nothing was quite like the papaya she 28 . When she returned to Hanoi in 2009, she 29 got back into papaya sculpting, and she has been practicing the art ever since.
Over the years, Thu has 30 herself to carve various types of flowers, but her favourite by far is also one of the most 31 , the chrysanthemum (菊花). Creating a single flower takes between 45 minutes and over an hour, 32 the complexity of the design. “I often fall asleep thinking of how to 33 a certain flower, and then I get out of bed to practice,” Thu said.
Apart from 34 her art form during various public events and creating delicate papaya flowers, Thu also holds classes in Hanoi, as a way of 35 the traditional art form.
21．A．confident B．interested C．expert D．talented
22．A．missed B．held C．quit D．took
23．A．traditional B．modern C．fashionable D．contemporary
24．A．return B．turn C．move D．adjust
25．A．appreciate B．practice C．change D．adopt
26．A．access B．reaction C．solution D．resistance
27．A．described B．imagined C．painted D．tried
28．A．grew B．offered C．knew D．bought
29．A．occasionally B．immediately C．randomly D．definitely
30．A．expected B．reminded C．forced D．taught
31．A．abstract B．expensive C．complicated D．fundamental
32．A．depending on B．accounting for C．focusing on D．calling for
33．A．plant B．sculpt C．feed D．invent
34．A．exhibiting B．judging C．updating D．transforming
35．A．replacing B．celebrating C．recovering D．preserving
三、语法填空
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
Following Zibo barbecue and Harbin frozen pear, here comes Tianshui malatang. Tianshui, 36 ancient Silk Road city in Northwest China’s Gansu Province, became the latest place that has caused a nationwide craze thanks to its iconic (标志性的) dish malatang, a local street dish featuring a mix of fresh vegetables and meat 37 (boil) in a hot, spicy soup. As the name malatang suggests— 38 (literal) meaning “numbing, spicy, and hot” —this local food is noted for its distinctive, fiery taste.
In February, a netizen from Tianshui 39 (post) a selfie video of local malatang on popular social media platform Douyin. The 40 (attract) color of the food soon helped the video receive 1 million likes, sparking desires among internet users and drawing food enthusiasts 41 the city to experience this inviting dish firsthand.
Tianshui, 42 meaning is “water from the heaven”, has little rainfall, sufficient sunlight, and large temperature differences, 43 (produce) seasonings with good taste and high quality. Local-produced ingredients such as Gangu chili, Qin’an peppercorns, and Dingxi potatoes are the secrets to the unique flavor and appealing 44 (appear) of Tianshui malatang.
There are also many other local agricultural products such as Kangxian mushrooms. It is these authentic ingredients that lay out the foundation for Tianshui malatang 45 (stand) out.
四、书信写作
46．假定你是李华，上周你参加了学校组织的“走进社区”社会实践活动，请你向校英文报投稿，介绍本次活动。内容包括：
1.活动内容；
2.活动感受。
注意：
1.词数80左右；
2.可以适当增加细节，以使行文连贯。
A Community-based Social Practice Activity
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五、书面表达
47．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I was an average student in my early elementary years. I came home with a steady flow of B’s, C’s and the occasional F’s in second language subjects. I was told that I wasn’t applying myself and, as every report card I ever brought home clearly stated, I talked too much.
I didn’t write when I was supposed to write. I talked to others while the teacher was giving instructions. That I could recite what she had said to the class while I was talking was not helpful because I had a negative effect on my classmates’ learning. So I regularly brought home disappointing report cards.
My parents and my teachers didn’t know what to do with me. Punishments didn’t seem to work. Rewards didn’t seem to either. And, frankly, I don’t think I knew what I could do to “apply myself”. And I certainly didn’t know how to not enjoy talking with my classmates! What I knew was that I talked too much. Until grade 5.
That autumn, we had a sudden change in teachers as our elderly teacher took a medical leave. In his place, a young substitute (代课老师) arrived — Mrs Royal. She looked like she was freshly out of university and seemed too young to be cast in the role of being responsible for a class of tween, but there she was, charged with a lively group, and me.
I don’t remember many details of that year except the afternoon when I got my first report card from her. She handed out the report cards right after the afternoon break and invited us to look them over. Then she let us know that we could all talk quietly amongst ourselves while she called each student up one at a time, in alphabetical order (按字母顺序), to discuss our report cards with her.
注意：
1.续写词数应为150左右：
2.请按如下格式在答题卡的相应位置作答。
I looked over my report card, expecting the usual result.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Then it was my turn to talk with her.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1．A 2．B 3．C
4．B 5．B 6．C 7．A
8．D 9．C 10．D 11．B
12．C 13．A 14．D 15．A
16．B 17．F 18．A 19．C 20．G
21．B 22．D 23．A 24．C 25．B 26．A 27．D 28．C 29．B 30．D 31．C 32．A 33．B 34．A 35．D
36．an 37．boiled 38．literally 39．posted 40．attractive 41．to 42．whose 43．producing 44．appearance 45．to stand
46．
A Community-based Social Practice Activity
Last week, I had the privilege of participating in our school’s community-based social practice activity. It deepened my understanding of community service.
We visited a nearby community and engaged in various activities. We helped clean up the environment, interacted with residents, and organized cultural performances. The highlight was assisting at a local charity event, where we raised funds for needy families.
This activity left me with a profound sense of fulfillment. It was a rewarding experience that not only enriched my school life but also taught me the value of community engagement. I am grateful for this opportunity and look forward to more such activities in the future.
47．
I looked over my report card, expecting the usual result. But to my surprise, her feedback was different. Instead of focusing on the negatives, she pointed out the improvements I had made. She acknowledged my efforts, however small, and encouraged me to keep working on my weaknesses. I double-checked and made sure it was definitely my report card. Even though we had been given permission to talk amongst ourselves, I had very little to say to friends as I waited anxiously for her to call my name.
Then it was my turn to talk with her. She began with a warm smile, “You have any questions for me ” I remember looking down at my report card and saying, “I don’t get A’s, besides, nowhere on here does it say I talk too much.” She said, “I figured you already knew you talked too much, so I thought I could tell you something different. As for the grades, you earned the A’s.” From that day on, I knew I was capable of “straight A’s” and could have qualities other than that of a student who talked too much in class.

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