2018-2019学年建平中学高三上英语10月月考试卷(含答案)

2019 届建平中学高三10 月月考英语试卷

I.Listening Comprehension

II.Grammar and vocabulary

Section A

Every weekend, after hiking in the Saneum Healing Forest east of Seoul, the firefighters sip tea and enjoy an arm massage. The aim of the program is (21) (offer) “forest healing”; the firefighters all have certain types of stress disorder.

Saneum is one of three official healing forests in South Korea, which offer a range of programs from meditation to woodcraft to camping. Soon there will be 34 more. South Koreans, many of whom suffer from work stress, digital addiction, and intense academic pressures, (22) (welcome) the medicalization of nature with great enthusiasm. In fact, the government is investing a hundred million dollars (23)

a healing complex next to Sobaeksan National park.

There is increasing evidence (24) being outside in a pleasant natural environment is good for us. But what is frustrating is that fewer and fewer of us actually enjoy nature regularly. According to Lisa Nisbet, a psychology professor at Canada’s Trent University, evidence for the benefits of nature is pouring at a time (25) we are most disconnected from it. The pressures of modern life lead to long hours spent working indoors. Digital addiction and strong academic pressure add to the problem. In America, visits to parks have been declining since the dawn of email, and so (26) visits to the backyard. Research indicates that only about 10 percent of American teens spend time outside every day.

So what are some of the benefits of nature that Nisbet refers to? (27) (surround) by nature has one obvious effect: the more time we spend in nature, the (28) (stressful) we become. This has been shown to lower blood pressure, heart rates, and levels of the stress hormone, as well as reduce feelings of fear or anger. But studies also indicate that spending time in nature can do more than provide an (29) (improve) sense of well-being; it can lower rates of heart disease and diabetes. That is probably (30) we evolved in nature and have been adapted to the natural environment.

Section B

King Arthur is the figure at the heart of the Arthurian legends. He is said to be the son of Uther Pendragon and Igraine of Cornwall. Arthur is a near 31 figure in Celtic stories. In early Latin records, he is 32 as a military leader. In later romance, he is described as a king and e mperor.

One of the questions occupying those interested in King Arthur is whether or not he is a 33 figure. The debate has sp read since the Renaissance, when Arthur’s authenticity was vigorously34 , partly because the Tudor kings traced their ancestry to Arthur and use that connection as a 35 for their rule. Modern scholars have generally assumed that there was some actual person at the heart of the legends, though not of course a king with a band of knights in shining armor –though O.J. Padel in ‘The Nature of Arthur’ argues that historical36 that we attach to Arthur can be associated with a figure who was not historical to start with.

If there is a historical basis to the character, it is clear that he would have gained fame as a warrior 37 the Germanic invaders of the late fifth and early sixth centuries. Since there is no 38 evidence for or against Arthur’s historicity, the debate will continue. But what cannot be denied is the 39 of the figure of Arthur on literature, art, music, and society from the Middle Ages to the present. Though there have been numerous historical novels that try to put Arthur into a sixth century setting, it is the legendary

figure of the late Middle Ages who has been 40 everyone’s imagination.

III.Reading comprehension

Section A

Crowdfunding(众筹) campaigns to help people with cancer pay for ineffective alternative treatments are becoming more common. They often come with six-figure targets to meet the cost of debatable therapies.

41 , headlines are almost guaranteed.

The BMJ (British Medical Journal) reports 42 over this, based on information I gathered working for the charity Good Thinking. By sorting fundraising sites like JustGiving and GoFundMe, I identified appeals from people in the UK who sought money for unproven or disproven treatments, finding 400 in the past three years. Those have raised ￡7 million, the money destined for 43 clinics.

Although the treatments, such as extreme diets, aren’t backed by scientific evidence, people who are desperate and vulnerable are often 44 by remarkable testimonials( 证明书) provided by the clinics themselves. For those who see such stories in the media, and who care about following good scientific evidence, the natural reaction is to try to 45 people from possible physical, emotional and financial harm.

46 thes e appeals isn’t easy. People with cancer often view these therapies as47 , and their supporters don’t want to consider that their efforts to help may cause harm.

However, journalists must review the role they play in promoting the 48 . Their influence is powerful. As I sorted through appeals and the heartbreaking stories of desperately ill people, I was 49 by just how many cited success stories they had read in newspapers as their reason for trusting questionable treatments.

Most concerning of all were the frequent cases where someone had died – sometimes just months after eye-catching 50 of their treatment. While the uplifting story of a community helping fund someone’s “cure” is attractive, the subsequent reality when that hope proves fruitless seems far less 51 .

This leaves the public with a 52 view of the effectiveness of such treatments, and serves as an advertising tool for clinics which, under UK law, wouldn’t be able to directly promote their therapies.

If journalists wish to avoid promoting ineffective treatments, they would do well to view such stories not just as human-interest ones, but as 53 and health stories. This means 54 the evidence behind treatments, seeking expert opinion on their efficacy, and choosing not to run stories that fail such a careful examination.

I’m certain no journalist would want their work to be used as a recruitment tool for therapists whose treatments offer nothing but heartbreak and false hope, yet until reports of miraculous cancer cures in questionable clinics are approached with an appropriate level of skepticism(怀疑), I fear such places will continue to 55 .

41. A. On the other hand B. In addition C. By contrast D. As a result

42. A. attitudes B. stands C. concerns D. prospects

43. A. private B. foreign C. local D. illegal

44. A. tempted B. questioned C. awakened D. frightened

45. A. prohibit B. protect C. discourage D. distract

46. A. Launching B. Issuing C. Questioning D. Considering

47. A. reference B. interference C. hope D. implication

48. A. appeals B. awareness C. resources D. sales

49. A. persuaded B. alarmed C. moved D. encouraged

50. A. coverage B. details C. timing D. course

51. A. newsworthy B. time-worthy C. effort-worthy D. praise-worthy

52. A. general B. moderate C. extreme D. twisted

53. A. survival B. nutrition C. science D. emotion

54. A. classifying B. examining C. revising D. enriching

55. A. contract B. decay C. bother D. flourish

Section B

(A)

The Daffodil Lesson

It was a Bleak rainy day, and I had no desire to drive up the winding mountain road to my daughter Carolyn’s house. But she had insisted that I come see something at the top of the mountain.

So here I was, reluctantly making the two-hour journey through fog that hung like veils. By the time I saw how thick it was near the summit, I’d gone too far to turn back. Nothing could be worth this, I thought as I inched along the dangerous highway.

“I’ll stay for lunch, but I’m heading back down as soon as the fog lifts,” I announced when I arrived.

“But I need you to drive me to the garage to pick up my car” Carolyn said. “Could we at least do that?”

“How far is it?” I asked.

“About three minutes,” she said. “I’ll drive –I’m used to it.”

After ten minutes on the mountain road, I looked at her anxiously. “I thought you said three minutes.”

She grinned. “This is a detour(绕道).”

Turning down a narrow track, we parked the car and got out. We walked along a path that was thick with old pine needles. Huge black-green evergreens towered over us. Gradually the peace and silence of the place began to fill my mind.

Then we turned a corner and stopped – and I gasped in amazement.

From the top of the mountain, sloping for several acres across folds and valleys, were rivers of daffodils in radiant bloom. A profusion(大量) of color – from the palest ivory to the deepest lemon to the most vivid salmon-blazed like a carpet before us. It looked as though the sun had tipped over and spilled gold down the mountainside. At the center there was a waterfall of purple flowers. Here and there were coral-colored tulips. Western bluebirds frolicked(嬉戏) over the heads of the daffodils, their tawny breasts and sapphire wings like a flutter of jewels.

A riot of questions filled my mind. Who created such beauty? Why? How?

As we approached the home that stood in the center of the property, we saw a sign that read: “Answers to the Questions I Know You Are Asking.”

The first answer was: “One Woman – Two Hands, Two Feet, and Very Little Brain.” The second was: “One at a Time.” The third: “Started in 1958.”

As we drove home, I was so moved by what we had seen, I could scarcely speak. “She changed the world,” I finally said, “one bulb at a time. She started almost 40 y ears ago, probably just the beginning of an idea, but she kept at it.”

The wonder of it would not let me go. “Imagine,” I said, “if I’d had a vision and worked at it, just a little bit every day, what might I have accomplished?”

Carolyn looked at me sidewa ys, smiling. “Start tomorrow,” she said.

“Better yet, start today.”

56.The passage is mainly about .

A. a successful gardener

B. an inspiring gardening lesson

C. a worthwhile travelling experience

D. an unexpected countryside scenery

57.The author gasped in amazement because .

A.the road twisted and turned along the mountain

B.the fog crowning the mountain lifted eventually

C.the owner of the field came to answer her questions

D.the vast stretch of daffodil field took her breath away

58.What can be inferred from the story?

A.The beautiful daffodil field was all along the road.

B.The author and her daughter planned the journey well.

C.The owner of the field spent a lot of time working in the field.

D.The author planned to work in the daffodil field the next day.

59.What lesson did the author learn from this trip?

A. East or west, home is best.

B. It is never too old to learn.

C. Birds of a feather flock together.

D. Rome is not built in a day.

(B)

SECRETS

YOUR

MENU

WON’T TELL YOU

Have you ever entered a restaurant craving a spinach salad, only to end up ordering the pig roast special? Chances are, the owners had a hand in that outcome. Be it a high-end restaurant or a fast-food joint, the owners have clever ways to influence your choice. That soft background melody? A Scottish study found that diners spent 23 percent more when slow-tempo music was played. The red walls? That colour stimulates appetite. And then there’s the menu. With its mouthwatering prose and ample use of consumer psychology, of course you want to sample every dish. We’ve annotated a menu you might find at a typical medium-priced restaurant. Which of these tricks have you fallen for?

60.The restaurant owners influence the customers’choices through .

A. fast-paced music in the restaurant

B. colour pictures on the menu

C. colourful decorations on the wall

D. elaborate menus for the customers

61.According to the passage, which name can best promote the sales of the dish?

A. Best Chicken Burger… ........................................................ 13.95

B.Bourbon-Barbecued Beef Brisket….................................... 14.95

C.Route 66 Banana Split… ..................................................... 13.99

D.Dove Chocolate Smoothies… .............................................. $9.9

62.Where can you probably find this article?

A.A general-interest magazine.

B.A linguistic scholarly journal.

C.A menu from a restaurant.

D.A guidebook on cooking.

(C)

If a girl in a poor country goes to school, she will probably have a more comfortable life than if she stays at home. She will be less likely to marry while still a child, and therefore less likely to die in childbirth. So, not surprisingly, there is an Indian charity that tries to get girls into school and ensure they learn something, and there are Western donors willing to pay for its work. What is noteworthy is how they have gone about this transaction(交易).

On July 13th the Brookings Institution, a think-tank, presents the results of the world’s first large development-impact bond(债券), which paid for girls’ education in the northern Indian state of Rajasthan. In this novel way of funding charitable work, a financial institution gives money to a charity, which tries to achieve various specified outcomes.

If a neutral assessor rules that it has succeeded, a donor repays the investor, plus a bonus. If it fails, the investor loses some or all of its money. This is more complicated than the usual way of funding charitable projects, in which a donor gives money to a charity, which spends it according to a pre-agreed plan. The donor tries to ensure the money is not wasted by keeping track of inputs—the number of solar panels installed or vaccinations given, say. Often, no one knows whether the intervention did much good.

In this case, the more complicated approach did achieve something. Educate Girls, the charity, identified 837 out-of-school girls aged 7-14 in the villages where it was active, and enrolled 768 of them. By using volunteers to teach both boys and girls in village schools for a few hours a week, it managed to raise test scores substantially relative to a control group. So the investor, UBS Optimus Foundation, will be repaid by the Children’s Investment Fund Foundation. For Safeena Husain, who runs Educate Girls, the process was as satisfying as the results.

Instead of having to send tedious reports to a donor about how she was spending money, she concentrated on solving problems. Educate Girls found, for example, that many pupils could not do long division because they did not understand the concept of place value. So its workers gave additional classes. IDinsight, the independent assessor, found that the main boost to children’s test scores came in the third year of the programme, when Educate Girls hit its stride. It would be good if development-impact bonds teach donors to focus on outcomes.

Creating the development-impact bond was also complicated and time-consuming. Staff from several organizations spent months pinning down what Educate Girls would aim to achieve, how progress would be measured and what would be repaid. Outside experts were drafted in. The randomized controlled trial that IDinsight used to assess the teaching was, like many such trials, neither simple nor cheap. More development-impact bonds are now under way or under discussion, some involving big donors like the World Bank, USAID and DfID (America’s and Britain’s aid agencies). But they will probably remain infrequent oddities in the aid landscape.

63.The author writes this passage in order to .

A.urge the public to be aware of the need to help

B.attract more investors to newly-started researches

C.introduce a different approach to helping the poor

D.explain the reason for the popularity of a new project

64.Which of the following statements about the new practice of charity is TRUE?

A.It favours results over process.

B.The donor keeps track of inputs.

C.A neutral assessor will be repaid.

D.The money is spent based on a pre-agreed plan.

65.Concerning the development-impact bond, what can be inferred from the passage?

A.It will be popular in the near future.

B.It has achieved great success in India.

C.It is very effective since it saves time and trouble.

D.It is very costly to carry out the development-impact bond.

66.What is the attitude of the author towards the development-impact bond?

A. Doubtful.

B. Neutral.

C. Positive.

D. Negative.

Section C

A.Uniform has to be seen as something that is earned.

B.School uniform is also a great tool to prevent bullying.

C.Some students complain that school uniform is monotonous.

D.In my experience, uniform helps schools maintain a uthority.

E.However, a school should not rely heavily on uniform regulation.

F.Learning to fit in is one of the things being at school teaches our children.

To Wear or Not to Wear

After a strict head teacher in the U.K. sent 80 students home for uniform violations( 违例), The Guardian held a discussion about whether wearing school uniforms makes a difference.

School uniform is very important. It does improve my concentration, because it reminds me that I’m at school to learn. But I’m not sure if that’s because I’m used to wearing uniform and associate my own clothes with free time. 67 If everyone is wearing the same clothes, it’s impossible to make fun of other people’s clothing. I don’t think this ignores a child’s need to express themselves.

--David Hershman, a student at Stafford grammar school

68 Students should start school with no uniform. As they progress through the school, they start wearing it. I always think children need to be proud of their school, and uniform is important for that. So, make them earn it! If they let the school down, they shouldn’t be allowed to wear it. Look at the Marines(海军陆战队)—they can’t wait to get that beret(贝雷帽).

--Tun Francis, a former teacher

I have had experience of teach in both uniform and non-uniform schools. I can definitely see the benefits of students wearing uniform. Uniform can be important in creating a sense of school identity and community. It is often a source of collective pride for students. 69 Teaching students how to express themselves with confidence, rather than the length of their tie, should be the priority.

--Enayah Byramjee, an educational development director

In a perfect world, school uniform would not exist. Children would express their personalities through their clothes at school, just as they do at home. Schools wouldn’t impress on pupils the need to wear skirts to a certain length. We don’t live in a perfect world, however. 70 My house is often filled with uniform- wearing girls. The best thing about uniform, for me as a parent, is the simplicity.

--Joanna Woorhead, a mother of four IV.Summary writing

The need to teach critical thinking

How can we hope to thoughtfully address the economic issues, conflicts, and many other pressing concerns that trouble our planet, if we don’t take the way we think seriously? We can’t. To effectively deal with these issues, we must cultivate the spirit of critical thinking throughout human societies.

Right now we are not even teaching the skills of the critical mind in our schools. Everyone thinks; but we don’t always think well. In fact, much of our thinking, left to itself, is rough, partial, uninformed, or prejudiced. Critical thinking is self-guided, self-disciplined thinking that aims to take the reasoning we all do naturally to a higher level. It is the art of analyzing and evaluating with the goal of improving t hought.

Some people became the greatest thinkers by not accepting information at face value, but by thinking deeply for themselves, asking questions, and bettering their thinking overtime. It wasn’t easy. Of his own thinking, Charles Darwin said: “I have as much difficulty as ever in expressing myself clearly and precisely; and this difficulty has caused me a very great loss of time, but it has had the advantage of forcing me to think long and carefully about every sentence, and thus I have been led to see errors in reasoning and in my own observations or those of others.”

Though there is no quick and easy fix, we can all start questioning our purposes, our assumptions, our ideas, and our inferences. We can question whether we are considering the views of others to understand them, or to dismiss them. If we are to reverse the current situation, we must begin to actively and deliberately implant fair-minded critical thinking in our schools, our homes, our social institutions, in every part of human life.

第II 卷

I.Translations

1.这家面包房因为使用劣质面粉而成为众矢之的。(target)

2.去欧洲旅游时，不建议游客在晚上单独出行。(suggest)

3.在我即将高中毕业之际，我想向我的老师们表达谢意，感激他们不辞辛劳地培育我们。(gratitude)

4.他的好友英年早逝的消息对他产生的打击如此之大，以至于他不知道如何来排解自己的哀伤。(So)

II.Guided Writing

假如你是明启中学的高三学生，你们班级最近正在计划组织一次高中毕业旅行，班主任要求分组讨论出一个全班旅游方案，并请一个同学在班会上代表小组向全班陈述方案内容。请你为你们小组写一个发言稿。你的发言稿内容包括：

1.旅行方案的具体内容

2.这样设计的理由

Keys

21.to offer 22、have welcome 23、in 24、that 25、when 26、have 27、being surrounded 28、less stressful

29.improved 30、because

31-40 DFHCJ KEGIB

41-45 DCDAB CCABA ADCBD

56-59 CDCD

60-62 DBA

63-66 CADB

67-70 BAEF

Summary

We can't solve problems of different kinds of without critical thinking. Current thinking is our lives is superficial. While critical thinking is self-oriented and demands a higher level of reasoning. Great thinkers,like Derwin achieve such thinking by examing and improving their performance over time. We may start by adopting a different way of thinking every part of life.

Translation

1、The bakery became the target of criticism for having used the flour of inferior quality.

2、While traveling in Europe, tourists are suggested not going out alone at night.

3、When I am about to graduate from my high school, I'd like to express my gratitute to my teachers for the trouble they have taken to nurture me.

4、 So heavy a blow did the news that his friend died young give him that he didn't know how to relieve his grief.