重庆市缙云教育联盟2022-2023学年高二下学期期末质量检测
英语答案
第二部分 阅读
1-3 ACB 4-7 CCDC 8-11 CBAB
12-15 BBBC 16-20 AFGEB
第三部分 语言运用
21-25 DCABC 26-30 DBCBA 31-35 BDAAB
36.on 37.officially 38.has symbolized
39.wisdom 40.where 41.an
42.central 43.to encourage 44.inspiring
45.activities
第四部分 写作
第一节
【示例】
Dear Susan,
I’m so pleased to hear from you and I’d love to share something detailed about the cultural festival held in our school last Friday.
As you see in the photos on Instagram, I performed crosstalk with my classmate, which is a kind of traditional Chinese comedic performance. To our great delight, we got warm applause during our performance, which was a recognition of our performance. It was the first time that I had performed on stage, so I was kind of nervous but pretty excited. Anyway, I really had fun on that day.
Yours,
Li Hua
第二节
【示例】
Paragraph 1:
Mum drove Doris to Fashion Fair and left, asking her not to waste money. Doris promised and ran in. Stopping at a rack of Nike jackets, she wondered what size Eddie wore. She tried one on and found the sleeves coming down over her hands. She felt it must be the size. She walked to the cash register and paid the money. She was overjoyed to have settled the problem. Then she headed for the perfume department to buy a gift for Mum. It was too bad that she didn’t have enough money!
Paragraph 2:
Doris was about to leave when she saw Eddie in his Nike jacket. With a tight face, Eddie scolded Doris why she had left his jacket in the biology room. “I thought we could be friends,” he complained “I can explain,” Doris begged. “You’re of no help at all!” Eddie rushed off. “What the hell’s going on ” Doris wondered. Realizing some people could never be friends, she wiped her eyes, returned the jacket, bought Mum some shampoo instead of the romantic perfume and went home.重庆市缙云教育联盟2022-2023学年高二下学期期末质量检测
英语
注意事项：
1.答题前，考生务必用黑色签字笔将自己的姓名、准考证号、座位号在答题卡上填写清楚；
2.每小题选出答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑，在试卷上作答无效；
3.考试结束后，请将本试卷和答题卡一并交回；
4.全卷共10页，满分120分，听力部分另行测试，考试时间100分钟。
第二部分 阅读（共两节，满分50分）
第一节（共15小题：每小题1.5分，满分37.5分）
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
When I was sixteen years old, I made my first visit to the United States. It wasn’t the first time that I had been abroad. Like most English children, I learned French at school. I had often been to France, so I was used to speaking a foreign language to the people who didn’t understand English. But when I went to America, I was really looking forward to having a nice easy holiday without any language problems.
How wrong I was! The misunderstandings (误解) began at the airport. I was looking for a public telephone to give my American friend Jenny a call and tell her that I had arrived. A friendly old man asked me if he could help me.
“Yes,” I said, “I want to give my friend a ring.”
“Well, that’s nice,” he said. “Are you getting married ”
“Who is talking about marriage ” I replied. “I only want to give my friend a ring to tell her I’ve arrived. Can you tell me where there’s a phone box ”
“Oh!” he said, “there’s a phone downstairs.”
When at last we met, Jenny explained the misunderstandings to me.
“Don’t worry,” she said to me. “I had so many difficulties at first. There are lots of words which the Americans use differently in meaning from the British. You’ll soon get used to all the funny things they say. Most of the time British and American people understand each other!”
1.The writer thought ________ in America.
A．he wouldn’t have any language difficulties
B．he would not understand the Americans
C．the Americans might not understand him
D．he would have difficulty at the airport
2.From the passage we know that “give somebody a ring” ________.
A．means the same in America as in England
B．means “call somebody” to the old man
C．has two different meanings
D．means “be going to get married” in England
3.In the last paragraph, the word “they” refers to ________.
A．the old man and the boy B．the Americans
C．the British D．the French
B
Working out exactly what students and taxpayers get for the money they spend on universities is a tricky business. Now the Organisation for Economic Co-operation and Development(OECD), a Paris-based think-tank for rich countries, is planning to make the task a bit easier, by producing the first international comparison of how successfully universities teach.
“Rather than assuming that because a university spends more it must be better, or using other proxy measures for quality, we will look at learning outcomes,” explains Andreas Schleicher, the OECD’s head of education research. Just as the OECD assesses primary and secondary education by testing randomly chosen groups of youngsters from each country in reading and mathematics, it will sample university students to see what they have learned. Once enough universities are taking part, it may publish league tables showing where each country stands, just as it now does for compulsory education. That may produce a fairer assessment than the two established rankings, though the British one does try to broaden its inquiry by taking opinions from academics and employers.
There is much to be said for the OECD’s approach. Of course a Nobel laureate’s view on where to study may be worth hearing, but those professors may be so busy writing and researching that they spend little or no time teaching—a big weakness at America’s famous universities. And changes in methodology can bring surprising shifts. The high-flying London School of Economics, for example, tumbled(暴跌)from 17th to 59th in the British rankings published last week, primarily because it got less credit than in previous years for the impressive number of foreign students it had managed to attract.
The OECD plan awaits approval from an education ministers’ meeting in January. The first rankings are planned by 2021. They will be of interest not just as a guide for shoppers in the global market, but also as indicators of performance in domestic markets. They will help academics wondering whether to stay put or switch jobs, students choosing where to spend their time and money, and ambitious university bosses who want a sharper competitive edge for their institution.
The task the OECD has set itself is formidable. In many subjects, such as literature and history, the syllabus varies hugely from one country, and even one campus, to another. But OECD researchers think that problem can be overcome by concentrating on the transferable skills that employers value, such as critical thinking and analysis, and testing subject knowledge only in fields like economics and engineering, with a big common core.
Moreover, says Mr Schleicher, it is a job worth doing. Today’s rankings, he believes, do not help governments assess whether they get a return on the money they give universities to teach their undergraduates. Students overlook second-rank institutions in favour of big names, even though the less grand may be better at teaching. Worst of all, ranking by reputation allows famous places to coast along, while making life hard for feisty upstarts. “We will not be reflecting a university’s history,” says Mr Schleicher, “but asking: what is a global employer looking for ” A fair question, even if not every single student’s destiny is to work for a multinational firm.
4.The project by OECD is aimed to__________.
A．assess primary and secondary education of each school that subscribe to the service
B．appraise the learning outcomes of university students as part of their academic performance
C．establish a new evaluation system for universities
D．set up a new ranking for compulsory education
5.The assessment method by OECD is different from the established rankings in__________.
A．that its inquiry is broader as to include all the students and staff
B．that its samples are chosen randomly based on statistical analysis of method
C．that it attaches more importance to the learning efficiency
D．that it takes opinions from the students to see what they have learnt
6.By the case of London School of Economies, the author wants to show that__________.
A．the OECD’s approach is very fair
B．the Nobel laureate’s opinion is not worth hearing
C．the British rankings pay more attention to the foreign students
D．different assessment methods may lead to different ranking results
7.The OECD’s ranking system will probably be welcomed most by__________.
A．parents who pay for the children’s secondary education
B．the famous colleges
C．those ambitious second-rank institutions
D．shoppers in the global market
C
What’s more important in determining life success-book smarts or street smarts This question gets at the heart of an important debate contrasting the relative importance of cognitive(认知的)intelligence (CI) and emotional intelligence (EI).
Cognitive intelligence is still recognized as an important element of success, particularly when it comes to academic achievements. People with high cognitive intelligence typically do well in school, often earn more money, and tend to be healthier in general.
But today experts recognize that cognitive intelligence is not the only determining factor of life success. Instead, it is part of a complex range of influences-one that includes emotional intelligence. Many companies now provide emotional intelligence training and use emotional intelligence tests as part of the hiring process. Research has found that individuals with strong leadership potential also tend to be more emotionally intelligent, suggesting that high emotional intelligence is an important equality for business leaders and managers. According to a survey of hiring managers, almost 75% of the responders suggested that they valued an employee’s emotional intelligence more than his cognitive intelligence.
Now that emotional intelligence is so important, can it be taught or strengthened According to one meta-analysis that looked at the results of social and emotional learning programmes, the answer to that question is definitely yes. Strategies for teaching emotional intelligence include character education, modeling positive behaviours, encouraging people to think about how others are feeling, and finding ways to be more empathetic(感同身受的)towards others.
All in all, life success is a result of many factors. Both cognitive intelligence and emotional intelligence play roles in overall success, as well as health, wellness, and happiness. Rather than focusing on which factors have a prior influence, the greatest benefit may lie in learning to improve skills in multiple areas. In addition to strengthening cognitive abilities, such as memory and mental focus, you can also acquire and improve social and emotional skills.
8.What can we know about people with book smarts
A．They can debate with other people.
B．They can deal with various situations.
C．They can be outstanding in academic research.
D．They can be good at gaining real life experience.
9.Why does the author mention the data in Paragraph 3
A．To indicate the strictness of the hiring process.
B．To prove the importance of emotional intelligence.
C．To explain the result of emotional intelligence tests.
D．To show the influence of cognitive intelligence on success.
10.What can be learned concerning emotional intelligence
A．Evaluating how others feel. B．One’s extreme behaviours
C．One’s academic performance. D．Controlling others’ emotions.
11.Which of the following is a suitable title for the text
A．Does book smarts matter B．Is CI or El more important
C．What counts most in life D．Mental health or physical health
D
Almost everyone who has studied English has been warned about the way Brits love their manners. It is part of our national identity, as much as fish and chips or complaining about the weather. Recently I have been wondering where this comes from and I read online that we say sorry up to eight times a day. Probably the same amount of times that any other person says “hello” or “how are you”. It is almost like greetings to us! It was only when I was explaining how there are five steps of saying thank you when you buy something from a shop to a Mexican friend of mine that I realised how mad it sounded.
After some research online I have not been able to find any specific reasons why we are the way we are. I suppose for centuries manners and how we eat at the table and talk to other people have been the barriers between the lower and upper classes and represent your social status. Britain has traditionally been a quite conservative country. There are many articles suggesting that this seemingly polite attitude of always saying please and thank you is quite false because it is impossible to always feel that you want to thank someone or say please.
Maybe it is for this reason that people are going one of two ways: they are incredibly polite and hold back on their feelings or not polite at all, and express their true feelings. Some Brits are fed up of pretending that they are always content and having to please people. Sometimes because we feel we have to be polite, we are prevented from saying what we truly think. Do you think it is better to not hurt people’s feelings and be polite or to let people know the truth In your country what is the custom I know in some countries if someone is considered to be doing their job, the clients think that they do not need to be thanked.
12.What does the author think of the British way of saying “Thank you”
A．Normal. B．Surprising. C．Exciting. D．Pleasing.
13.What does the author want to find out
A．Why the British like to complain about the weather.
B．Why the British love their way of showing manners.
C．Why the British are fond of fish and chips so much.
D．Why the British have five steps of saying thank you.
14.What does the author think manners stand for centuries
A．Wealth and health. B．Social status. C．Politeness. D．Attitudes.
15.Why do Brits feel sometimes they have to be polite
A．They want to express their true feelings.
B．They want to let people know the truth.
C．They are kept from saying what they think.
D．They want to represent their social status.
第二节（共5小题：每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Who doesn’t want to live a happy life Of course, everyone does. Perhaps this is why Harvard University started studying this very topic in 1938, and has gathered important information that can help live happier lives.
16
The Good Life, written by Waldinger and Schultz, explains that it is not money, fame or physical health that keeps people happy. Happiness is mostly about positive relationships. The book includes personal stories about the participants(参与者) as well as interesting data that was gathered throughout the 80-year study. 17 True happiness is mostly about one thing only: Good Relationships.
Practice social fitness.
Having an active social life can be more beneficial than you might have thought. 18 And it also requires taking a very honest approach to deciding whether a relationship is beneficial to you or not quite worth keeping on anymore. Once you have known the relationships that are weighing you down, you will have more time and energy to devote to those connections that bring you joy and happiness
Volunteer.
One of the many opinions this study discovered is that in order to develop better relationships, it is important to make time for volunteering. 19 Volunteering can form satisfying relationships. Volunteers are also able to take pride in their acts of kindness.
Happiness is a process.
It seems that taking a realistic approach to happiness is important as well. The book stresses that happiness is not a destination but a process. The book highlights stories that show the importance of the emotional ties and support systems that a person has while going through a struggle. 20 People can face their difficult times together and possibly achieve happiness ever during the rough times.
A．What brings about happiness
B．Those relationships are a good fortune.
C．Wisdom is the key.
D．You can build a happy and satisfying life.
E．People who volunteer are able to meet more people.
F．The main finding was not that people need material richness to be happy.
G．A satisfying social life requires considering the relationships you have.
第三部分 语言运用（共两节，满分30分）
第一节（共15小题：每小题1分，满分15分）
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
“Whenever you do a thing, act as if all the world were watching,” Thomas Jefferson said. Never envisioned that two centuries later, the whole world would be watching indeed.
From license-plate cameras to secret videotapes, from white-hat hacking to social media checks by employers, never have Americans been so 21 . We’ve become a Santa Claus society year-round: that is, they see us when we’ re sleeping and they know when we’ re awake. So will this make us 22 for goodness sake
Jefferson presumed that if the world were watching, people would behave better; we would strive to be our 23selves. And there is 24 that he is right. A few years ago, Scientific American reported on a study at Newcastle University in England, in which subjects behaved better when there were no real eyes, but posters with images of eyes in the room. Even the 25 of being watched, it turned out, persuaded people into more ethical behavior. In other settings, posters with watching eyes 26 bike thieves and encouraged people to clean up after themselves at lunch.
When my youngest daughter was three years old and unable to grasp that she could be seen even if she closed her eyes, she’d cover her eyes with her hands and shriek “Don’t see me!” When I’d 27 her doing something wrong, like a good comedian, she conveyed a 28 hidden behind a laugh.
To feel shame, and to instinctually try to conceal it, requires a(n) 29 base on which we can build.
30 there will always be among us miserably broken people who purposefully seek sunlight for their evil deeds. The prospect of the whole world watching does not discourage, but in fact, 31 their kind, and even as a society of watchers compels others to behave better, they will behave worse. For them, publicity is a motive, and the threat of punishment—whether by immediate exposure or eventual judgment by an angry God—is 32 .
Ultimately, however, morality is shaped not by either invisibility or exposure, but by personal 33 . We would do better to place our hope not in more speed cameras and “ethical” hackers, but in the more difficult work of 34 strong values. As C. S Lewis so powerfully observed about the 35 of a truly ethical life: “Integrity is doing the right thing, even when no one else is watching.”
21. A．observed B．shared C．understood D．exposed
22. A．anxious B．sensitive C．good D．protective
23. A．noblest B．proudest C．simplest D．wisest
24. A．suggestion B．evidence C．data D．determination
25. A．decision B．imagination C．implication D．procedure
26. A．scanned B．astonished C．searched D．prevented
27. A．left out B．come across C．lived with D．gone for
28. A．drama B．fear C．truth D．difficulty
29. A．solid B．moral C．psychological D．emotional
30. A．Unfortunately B．Honestly C．Decisively D．Surprisingly
31. A．separates B．motivates C．alerts D．lightens
32. A．impossible B．distant C．inevitable D．irrelevant
33. A．will B．persistence C．affairs D．abilities
34. A．promoting B．preserving C．adjusting D．challenging
35. A．value B．foundation C．price D．hope
第二节（共10小题：每小题1.5分，满分15分）
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。
World Olive (橄榄) Tree Day takes place 36 26th November every year. It was established 37 (official) at the 40th session of the UNESCO General Conference in 2019.The olive tree, especially the olive branch, holds an important place in people’s mind. Since ancient times, it 38 (symbolize) peace, harmony and 39 (wise) .It is important not just to the countries 40 these noble trees grow but also to people and communities worldwide.
Protecting and growing the olive tree is 41 increasingly urgent thing as the world fights against climate change. The conservation of cultural and natural heritage is one of UNESco’s 42 (center) goals, and marking World Olive Tree Day strengthens the efforts to achieve it.
World Olive Tree Day is set up 43 (encourage) the protection of the olive tree and stress the values it symbolizes, 44 (inspire) people to appreciate its important social, cultural, economic and environmental significance to humans.
There is much to learn, share and celebrate on World Olive Tree Day, and UNESCO encourages everyone to participate in 45 (activity) such as debates, conferences, cultural events and exhibitions organized worldwide.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
假定你是李华，你的新西兰笔友Susan在某社交平台上看到了你在校文化节上演出的照片，并发来邮件询问。请你给她回一封邮件，内容包括：
1.演出时间；
2.你的演出节目；
3.你的感受。
注意：1.词数100左右；2.可以适当增加细节，以使行文连贯。
第二节（满分25分）
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。
Doris drew back the curtain in her living room and looked out onto the wet street. She felt happy when the sunlight appeared. If it didn’t stop raining, it would ruin her day. Her mother had promised to drive her to the Fashion Fair if it was sunny. Doris was desperate to go there because she had to replace a Nike jacket.
Earlier that Wednesday afternoon, Eddie, the most popular seventh-grader, had given Doris his jacket and asked her to keep an eye as he would play basketball in a hurry. Doris was glad to be of help.
During her last class, the biology teacher made them cut apart dead frogs. For fear of getting blood on Eddie’s jacket, Doris folded it and placed it on a chair. Then she took the knife and cut the skin quickly. She felt sick when opening the frog’s belly (腹部).
When the bell rang, Doris hurried out because the bus she caught for home left ten minutes after school. She raced to board the bus and found a seat. After a few minutes the driver started the engine and drove away when Doris looked out of the window and saw Eddie. “The jacket!” she screamed. She shot from her seat and ran up to the driver. “You’ve got to stop! I forgot Eddie’s jacket!” “Who’s Eddie I don’t know Eddie,” the driver said angrily. “Sit down.”
All that evening she was upset and blamed her biology teacher for her problem. If he hadn’t made them dissect (解剖) frogs, she wouldn’t have been so absent-minded. The next day Doris rushed from the bus to the biology room. The jacket was not there!
“How can I ever tell Eddie ” She closed her eyes. She spent most of her break and lunch period in the restroom, brushing her hair and worrying. On Friday she stayed at home to avoid Eddie. Next Tuesday was her mother’s birthday, so she told her mother she wanted to go shopping to buy her a gift for her birthday. Actually, she wanted to buy a Nike jacket with her life savings at the Fashion Fair.
Paragraph 1：Mum drove Doris to the Fashion Fair and left, asking her not to waste money.
Paragraph 2： was about to leave when she saw Eddie in his Nike jacket.
