1
高三英语
第一部分知识运用（共两节，30分）
第一节（共10小题；每小题1.5分，共15分）
【答案】1. B2. C3. A4. D5. C6. A7. B8. D9. C10. A
第二节（共10小题；每小题1.5分，共15分）
【答案】11. called
12. for13. to travel
【答案】14. how
15. works16. had finished
17. studying
【答案】18. loss
19. was launched
20. which##that
第二部分阅读理解（共两节，38分）
第一节（共14小题；每小题2分，共28分）
【答案】21. C22. A23. D
【答案】24. D25. C26. B27. A
【答案】28. B29. B30. A
【答案】31B32. D33. C34. A
第二节（共5小题；每小题2分，共10分）
【答案】35. D36. A37. G38. B39. F
第三部分书面表达（共两节，32分）
第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分）
【答案】40. Because they often have deep feelings of low self-worth,
41. They think of it as a sign of psychological strength.
42. When you are trying to win an argument with a non-apologizer, the best way is to express your anger and make your point as calmly and convincingly as possible.
When you are trying to win an argument with a non-apologizer, the best way is to make your point as calmly and convincingly as possible and then disengage from the argument when it becomes unproductive.
43. 言之有理即可。
第二节（20分）
44.
【答案】Dear Jim,
I am so excited to learn that you are planning to travel to another city with rich history and culture in China. After careful consideration, I have decided to recommend Xi’an to you.
Your journey to Xi’an will be one of ancient wonders. As the capital city for 13 dynasties, it is home to countless historic relics — the Terra-cotta Warriors, the Great Wild Goose Pagoda and many others. I am sure a history lover like you will not be disappointed. Xi’an is also a wonderland for you to explore the fascinating art and culture of the East. There, you can experience the raw energy of Qinqiang Opera and the beauty of calligraphy on stone tablets.
I am sure you will enjoy yourself in this historic city! If you have further questions, ask me anytime.
Yours,
Li Hua
PAGE
第1页高三英语
（试卷满分为100分，考试时间为90分钟）
第一部分 知识运用（共两节，30分）
第一节（共10小题；每小题1.5分，共15分）
阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题纸上将该项涂黑。
An Unexpected Gift
Twelve-year-old Mathew Flores is different from other kids. He loves junk (垃圾) mail, and these advertisements were the only reading materials ___1___ to him. Once he asked his mailman if he could offer him some.
The question ___2___ the mailman. He asked the boy the reason, and then recorded his ___3___ in his Facebook. “Today while delivering mail, I saw a boy reading ads, and he asked me for extra mail. Actually he wants to go to the library, but his family is very poor and can’t ___4___ the bus.”
The mailman then asked his Facebook friends if they could ___5___ some books for the boy. He wrote, “Most kids want electronic products! But what he wants is books. It’s great to see his rare ___6___, and you may have seen him smile when I said I could help him!” “He is counting on me,” he concluded. “So I am counting on you!”
The mailman thought the Facebook post might ___7___ 50 to 60 books. But his ___8___ was passed on quickly. People from around the world, including the UK, Australia and India, have sent books. Hundreds of books have been delivered to the boy’s door, with hundreds more ___9___ on their way.
When books first started arriving, Flores was shocked by what happened. “I thought they were ____10____, but they indeed were for me.” He says that he can’t wait to share the books with other kids, and has promised to read every one.
1. A. natural B. available C. common D. familiar
2. A. frightened B. disappointed C. surprised D. amused
3. A. response B. effort C. decision D. comment
4. A. own B. take C. share D. afford
5. A. adjust B. examine C. spare D. publish
6. A. desire B. effect C. purpose D. value
7. A. give away B. bring in C. take on D. put up
8. A. belief B. spirit C. secret D. request
9. A. only B. nearly C. still D. thus
10. A. mistaken B. helpless C. unusual D. awkward
第二节（共10小题；每小题1.5分，共15分）
A
阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。
The International Workers’ Day, also ___11___(call) Labor Day or May Day, serves as a celebration of workers across the whole social spectrum(范围). Chinese people celebrate their holiday with a range of activities. It’s a time ___12___ relaxation, as workers enjoy a day off. This year’s holiday lasted from May 1 to May 5, during which time many people chose ___13___ (travel) to scenic spots, go shopping, visit exhibitions, or just enjoy their time off work with family and friends. Parks and public attractions across the country were filled with visitors eager to enjoy their vacation.
B
阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。
In Miskolc, a northeastern city in Hungary, Fan Liyun has witnessed ___14___ a cup of tea makes a difference in cultural exchanges. Fan, 59, ___15___ (work) at the Confucius Institute of the University of Miskolc as a Chinese teacher currently. She observes that the institute is seeing more students who are curious about the institute’s courses this spring semester. “We usually held activities to attract students before new semesters. But it seems it’s no longer necessary as we almost ___16___ (finish) enrollment before this semester started, said Fan, who was known as Kristi by her students. “I think now the number of students ___17___ (study) in our institute has at least doubled, compared to when I first arrived here in 2019.”
C
阅读下面短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。
The crisis of food waste and ___18___(lose) has reached alarming levels globally, gradually weakening efforts to eliminate hunger, poverty and environmental pollution, said the United Nations Environment Program (UNEP) in a new report launched Wednesday. The UNEP Food Waste Index Report 2024 the second edition of this kind, ___19___(launch) in Nairobi, the Kenyan capital, ahead of the International Day of Zero Waste which falls on Saturday. The world wasted 1.05 billion tons of food in 2022, equivalent to 132 kilograms per person and one-fifth of all food available to consumers, said the report ___20___was co-authored by UNEP and WRAP, a British environmental charity.
第二部分 阅读理解（共两节，38分）
第一节（共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。
A
There are many ways to get involved and volunteer at the National Museum of American History. Becoming a Museum Ambassador is one of them. To learn more about this volunteer program, please see the descriptions below.
Museum Ambassadors at the American History Museum are a mobile source of information that helps bridge the gap between two other volunteer groups here at the museum — information desk specialists, who provide orientation (方向) assistance when guests arrive, and volunteer docents (讲师), who provide Highlights tours, facilitate hands-on demonstrations and circulate through many of our exhibitions to interact with visitors. Each year, our Museum Ambassadors help over 100,000 people get the most out of their visits by welcoming groups, circulating throughout the museum's public zones to answer basic questions, and directing visitors to programs and exhibitions of interest. The museum has also employed the Museum Ambassadors to assist with special projects and events as needed.
To learn more about what Museum Ambassadors do, check out what Larry has said, “As museum ambassadors, we get to share in the curiosity of a child, the nostalgia (怀旧) of returning visitors, the treasure hunt of students assigned to find important historical objects, and the amazement of those experiencing our eye on the nation's history for the first time. We can help recommend a meaningful museum visit just for you. There's more. We're also traffic cops when elevators and escalators break and extra eyes for museum security."
If you enjoy…
interacting with diverse audiences, age groups and learning styles.
working in an often busy and changing environment.
If you have…
strong interpersonal and communication skills.
an interest in history and communication.
If you can…
commit to three shifts a month (weekday Ambassadors) or twice a month (weekend Ambassadors).
The museum is open 364 days a year, including weekends and holidays.
handle frequent walking, standing, and talking.
To Apply
To learn more information about the application process, please contact Ruth Shirley.
NOTE: Acceptance into the program is subject to successful completion of an interview and background investigation.
21. Which one is the responsibility of Museum Ambassadors
A. To receive visitors at the entrance.
B. To take full charge of museum security.
C. To direct visitors to their exhibitions of interest.
D. To help visitors with hands-on demonstrations
22. A qualified Museum Ambassador should________.
A. enjoy communicating with people
B. speak at least two foreign languages
C. have academic background in history
D. commit to working three shifts at weekends
23 The author writes this passage mainly to__________.
A. introduce volunteer programs for teenagers
B. provide special tours to meet different needs
C. invite people to visit the American History Museum
D. attract potential applicants for Museum Ambassadors
B
“No,” Mama Lil said it plain and simple. “I ain’t never heard of no girls to be doing that. Bebe, you need to be getting yourself a real summer job, something civilized.”
I’d been living with Mama Lil since I was six, when my own mama and daddy were killed in an apartment building fire. Lillian Johns was my mom’s mother. Everybody on our street called her Mama Lil and that was what I called her too. I had been butting heads with her ever since I could remember. And the older I got, the more at odds we were and the more conflicts we experienced.
For weeks I’d been asking Mama Lil to let me join the youth renovation (修缮) team. It was a group of kids who had been chosen by city officials to work with engineers to help repair the Brooklyn Bridge. The project would last the summer and pay good money. It would help me get to college, where I wanted to study engineering.
But for Mama Lil, the thing that made her the most stubborn this time, was exactly my dream of becoming an engineer. In some respects, Mama Lil was right. It was true that there weren’t many black women engineers. But I wanted to build bridges more than anything.
“Let me go, Mama Lil,” I begged softly.
Mama Lil sat as still as a statue. “Mama Lil,” I said carefully, “if you don’t sign the bridge project permission form, I will sign it myself. Nobody will know the difference.”
The next morning, Mama Lil’s eyes looked red-tired. “I’m going to the bridge,” I said firmly. “I know, Bebe,” she said. From her housedress pocket, she took out a pen and signed the form. “Bebe, that bridge is lucky to have you,” she said.
I hugged Mama Lil good and hard, smiling big, right at her.
…
Ahead, in the distance, stood the Brooklyn Bridge. This was the best spot to see the bridge. I’d come to this corner and studied the bridge a million times. And on every one of those times, I was taken with what I’d come to call Brooklyn Belle.
At night, Belle was dressed in tiny light. On a cloudless night like this one, she was a sight like no other in the whole city. Jeweled in light. Beautiful.
I had drawn Belle in the high-noon light, at sunset, on snowy days, and on foggy twilight mornings... I was proud of my drawings, but with each page they showed a sad truth about Belle: She needed repair. That bridge renovation project needed me; and I needed it, in more ways than I could count.
24. Mama Lil refused to sign the permission form mainly because ______.
A. she had become stubborn in her old age
B. she wouldn’t allow Bebe to have a summer job
C. she thought the bridge project was too dangerous
D. she didn’t support Bebe’s desire to be an engineer
25. What can we learn from the story
A. Bebe lost her parents in the bridge project.
B. Bebe liked to draw the bridge on winter mornings.
C. Bebe and Mama Lil often got into arguments with each other.
D. Bebe called her grandma Mama Lil because she was her mom’s mother.
26. By mentioning the name “Brooklyn Belle”, the author intends to help readers ______.
A. recall the history of the bridge
B. appreciate the bridge’s beauty
C. ignore the damage to the bridge
D. imagine the bridge’s future look
27. Which of the following could be the theme of this story
A. Dreams know no color or gender.
B. Elders always make the best decisions.
C. Conflict usually resolves itself in the end.
D. Pride wins out but makes things more difficult.
C
When served cauliflower or broccoli, some kids turn away in annoyance. Don’t blame them — a new study suggests specific enzymes (酶)in saliva (唾液)might make these vegetables taste terrible to some children.
These enzymes, called cysteine lyases, are produced by bacteria in the mouth.
The same enzymes are also locked away in the cells of Brassica vegetables like broccoli and cauliflower. When we chew broccoli, these enzymes spill out of their storage containers while those in our mouth start to work.
These enzymes break down a compound (化合物) called S-methyl-L-cysteine sulfoxide (SMCSO) in these vegetables, and this breakdown process transforms the compound into sharp smell molecules (分子). Previous studies of adults suggest the level of cysteine lyase activity in a person’s saliva determines how much the SMCSO breaks down. This, in turn, influences how these vegetables taste to adults.
According to these past studies, when different adults consume broccoli, there can be a huge difference in how many unpleasant smells the food lets off as their saliva-borne enzymes break it to bits. But the authors wondered whether the same difference can be seen in kids, who are usually more sensitive to bitter and sour tastes. They suspected that kids whose saliva produced the most smelly, SMCSO-sourced compounds would show the strongest dislike for broccoli.
And the team’s new study proved their assumption. While both adults’ and kids’ saliva produced smelly compounds when exposed to cauliflower, these smells did not influence whether adults liked the vegetable. On the other hand, kids whose saliva produced high concentrations of these smells reported hating cauliflower the most.
The new study included 98 pairs of parents and children aged 6 to 8. After taking samples of each participant’s saliva, the scientists mixed it into raw cauliflower powder. They measured the SMCSO-sourced smell compounds let off and found each participant’s saliva generated a different quantity of smells.
Interestingly, the degree of sickly smell production was similar between parents’ saliva and their children’s. This indicates that parents and kids likely carry similar bacteria in their mouths, which would cause them to produce similar levels of cysteine lyases.
Our senses of taste and smell are strongest in youth, which may make kids even more sensitive to these differences in flavor. The same preference pattern is not seen in adults, who also produce plenty of bad smells. This suggests that the adults came to tolerate the taste of Brassica vegetables. The findings agree with past studies of how our tastes change over time: we can learn to overcome our distaste for certain food by eating it more.
28. What are the first two paragraphs mainly about
A. The function of mouth bacteria. B. The cause of an unpleasant flavor.
C. The feature of Brassica vegetables. D. The form of enzymes in our mouth.
29. What do previous studies indicate
A. SMCSO-breakdown depends on various enzymes.
B. Enzymes determine the taste of Brassica vegetables,
C. Individuals release varying amounts of smell molecules.
D. Kids producing the most smells hate-broccoli particularly.
30. What can we conclude from the passage
A. We might accept some foods through repeated exposure.
B. The level of smells may affect an adult’s taste preference.
C Parents’ and their kids’ saliva-borne enzymes don’t match
D. Kids’ saliva could produce higher concentrations of smells.
D
Consider these facts: The tennis champion Williams sisters are a generation apart, according to the Pew Research Center. Venus, born in 1980, is labelled “Gen X”; Serena, born in 1981, is a “millennial”. Meanwhile, Donald Trump and Michelle Obama both belong to the same generation. The former was born in 1946 while the latter was born in 1964, making them both “baby boomers”.
Before you push these diverse personalities into generational stereotypes (刻板印象) let me stop you there: Just don’t. Generation labels, although widely adopted by the public, have no basis in social reality. In fact, in one recent survey, most people did not identify the correct generation for themselves, even when they were shown a list of options.
This is not surprising since the labels are forced by survey researchers, journalists or marketing firms before the identities they are supposed to describe even exist. Instead of asking people which group they identify with and why, they just declare the labels and start making pronouncements about them. That’s not how social identity works.
The practice of naming “generations” based on birth year goes back at least to the supposed “lost-generation” of the late 19th century. But as the tradition slid into a never-ending competition to be the first to propose the next name that sticks, it has produced gradually declining returns to social science and the public understanding.
The supposed boundaries between generations are no more meaningful than the names they’ve been given. There is no research identifying the appropriate boundaries between generations, and there is no statistical basis for requiring the sweeping character traits (特征) that are believed to define them. In one article you might read that millennials are “liberal lions”, “downwardly mobile”, and “distrustful”; even though they also “get along well with their parents, respect their elders and work well with colleagues”.
Ridiculous, clearly. But what’s the harm Aren’t these labels just a bit of fun for writers A method to attract readers and a way of communicating generational change, which no one would deny is a real phenomenon We, in academic social science, study and teach social change, but we don’t study and teach these labels because they simply aren’t real. And in social science, reality still matters.
Worse than irrelevant, such baseless labels drive people toward stereotyping and thoughtless character judgment. Measuring and describing social change is essential, and it can be useful to analyze the historical period in which people were born and raised, but drawing random lines between birth years and assigning names to them doesn’t help.
Today there are lots of good alternatives to label generations. We can simply describe people by the decade in which they were born and define generational groups specifically related to a particular issue—such as 2020 school kids. With the arrival of “Generation Z”, there has never been a better time to get off this train.
31. What do the facts listed in Paragraph 1 imply
A. Different people have different opinions about generation labels.
B. People with the same generation label may not be of similar age.
C. Generational change can be measured by generation labels.
D. Generation labels are widely adopted by celebrities.
32. The underlined word “sticks” in Paragraph 4 probably means ______.
A. is understood B. is analyzed C. is described D. is accepted
33. According to the passage, the author may agree that ______.
A the generation label is a harmless device writers use to reflect reality
B. generation boundaries are more meaningful than generation labels
C. assigning character traits to a certain generation is misguided
D. journalists should find alternative ways to judge character
34. Which of the following would be the best title for the passage
A. Generation labels: It’s high time to retire them
B. Generation labels: The ongoing debate will never end
C. Generation labels: What do they say about who we are
D. Generation labels: Expand or bridge generational differences
第二节（共5小题；每小题2分，共10分）
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。
Is there a link between social media and depression Do social media have a negative impact on your mental health It’s complicated.
In a recent study, the investigators compared social media use and depression between teens.
___35___Specifically, for every hour per day that one teen spent on social media more than her peers, she likely had a 0.64 point higher depression score.
A different study published in 2018 identified five distinct types of social media users. The finding was that "problematic social media use" was one of the main themes for people whose mental health was affected by social media. You can have alcohol in your life without it being a problem, or your alcohol use may become problematic. ___36___
There's one important thing to remember about survey research just because two things happen together, it's not necessarily true that one causes the other. ___37___For all we know, it could be that people who are already more depressed choose to spend more time on social media.
___38___If you think that we shouldn't paint social media with one broad brush, you're on the right track. On the one hand, participants often described social media as a valuable way to cope with stress. On the other hand, cyberbullying via social media was also a common experience for participants. Some also said that constantly checking their own social media profile was stressful.
It’s certainly possible that experiences like cyberbullying, comparing yourself to idealized images, and constantly monitoring your profile, are bad for your mood. It's also true for many that social media offer community support and positive messages. Given the inconclusive research, it's safe to say that at least we shouldn't write off social media altogether. ___39___Anyway, you cannot use it as a crutch for coping with other stressors and mental health problems.
A. It's the same with social media.
B. Social media can be a double-edged sword.
C. People get more opinionated about the potential problems of social media.
D. They found that those who used social media more had higher depression scores.
E. They reviewed all existing research and found that there were both benefits and drawbacks.
F. The key to benefiting from social media may lie in using it in moderation and staying socially connected.
G. For example, just because higher social media use co-occurs with higher levels of depression doesn't mean social media use causes depression.
第三部分 书面表达（共两节，32分）
第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分）
阅读下面短文，根据题目要求用英文回答问题。
What makes some people incapable of apologizing even when they’re clearly in the wrong
People who cannot apologize often have deep feelings of low self-worth. When their delicate ego(自我) cannot absorb the blow of admitting they were wrong, their defense mechanisms kick in—they may place blame and even argue about basic facts to prevent the threat of having to lower themselves by offering an apology.
Unfortunately, many of us mistakenly interpret these people’s defensiveness as a sign of psychological strength. That’s because outwardly they appear to be tough individuals who refuse to back down. But this doesn’t show that they’re strong—it shows that they’re weak.
Admitting that we’re wrong is emotionally uncomfortable and painful to our sense of self. In order to take responsibility and apologize, our self-worth needs to be strong enough to absorb that discomfort. Indeed, if our self-worth is higher and more stable, we can tolerate the temporary discomfort that such an admission involves—without the walls around our ego falling down.
But if our self-worth is seemingly high but actually breakable, that discomfort can go through our defensive walls and score a direct hit to our ego. Indeed, the more fixed one’s defense mechanisms are, the more delicate the ego they’re protecting.
The mistake we often make when faced with someone who’s habitually incapable of apologizing is to become angry and try to win our argument with them. But the sad reality is that we can never win. In these situations, the best we can do is make our points as calmly and as convincingly as we can and then disengage from the argument when it becomes unproductive—like when they disagree with the facts, come up with silly excuses or turn to mean remarks.
40. Why can’t some people apologize
41. What do many people mistakenly think of a non-apologizer’s defensiveness
42. Please decide which part is false in the following statement, then underline it and explain why.
When you are trying to win an argument with a non-apologizer, the best way is to express your anger and make your point as calmly and convincingly as possible.
43. In addition to what is mentioned in the passage, what else can you do if your friend refuses to apologize to you (In about 40 words)
第二节（20分）
44. 假设你是红星中学高三学生李华。你校英国交换生 Jim 打算寒假出京旅游，发来邮件请你推荐一座中国历史文化名城。请你给他回复邮件，内容包括：
1．你的推荐；
2．推荐理由。
注意：1．词数100左右；
2．开头和结尾已给出，不计入总词数
Dear Jim,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
