河北区2024~2025学年度高三年级总复习质量检测（二)
英语学科参考答案
第I卷
第一、二、三部分(Key to1-60)
1.A2.D3.B4.A5.B6.B7.A8.C9.C10.D
11.C12.B13.C14.A15,D16.A17.B18.C19.D20.D
21.A22.C23.B24.B25.D26.C27.A28.B29.D30.A
31,D32.A33.C34.C35.B36.A37.C38.A39.D40.B
41.C42.C43.A44.A45.D46.D47.B48.B49.B50.D
51.C52.B53.B54.D55.C
第Ⅱ卷
第四部分
第-节(Keyt061-65)
Some possible answers:
56.A compassionate message in the book./The book Love Does'compassionate message.
57.It's a nonprofit organization befriending unhoused people and painting their portraits.
58.Regain stability and independence./Regain independence./Improve their situation./
Recover from difficulties.
59.They see them as individuals with stories,not stereotypes./They shifted from
stereotypes to seeing them as story-filled individuals.
60.0pen.
第二节
61.
Open.河北区2024~2025学年度高三年级总复习质量检测 (二)
英语笔试
本试卷分为第I卷(选择题)和第Ⅱ卷(非选择题)两部分，共130分，考试用时100分钟。第I卷1至10页, 第II卷11 至12页。
答卷前，考生务必将自己的姓名、准考号填写在答题卡上，并在规定位置粘贴考试用条形码。答卷时，考生务必将答案涂写在答题卡上，答在试卷上的无效。考试结束后，将本试卷和答题卡一并交回。
祝各位考生考试顺利！
第Ⅰ卷
注意事项：
1.每小题选出答案后，用铅笔将答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。
2. 本卷共55小题, 共95分。
第一部分：英语知识运用(共两节，满分45分)
第一节：单项填空(共15小题；每小题1分，满分15分)
从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
例: Stand over there you' ll be able to see it better.
A. or B. and C. but D. while
答案是B。
1. — Professor Miller from Yale is visiting our school this month. We' re organising a celebration for the Dragon Boat Festival and would like to invite her.
—— . I' ll prepare some traditional Zongzi for her to try.
A. Sounds wonderful B. Help yourself
C. That's the case D. Take your time
2. — Why do you look very upset
—— The electricity was cut off suddenly and my essay unfinished ever since.
A. was left B. has left
C. left D. has been left
3. Over 400 guests attended the seminars at the 16th Chinese Language Day, the theme Poetic China showcased the elegance of Chinese culture through poetry and literature,
A. which B. where C. when D. that
4. Marco Polo's famous work, The Travels of Marco Polo, to bring knowledge of Asia to the West and had a profound impact on European understanding of the East.
A. served B. preserved C. reserved D. conserved
5. —— Many schools are starting to use recycled paper for textbooks to reduce waste.
— . This will definitely encourage students to be more eco-conscious.
A. I have no idea B. That's a smart move
C. You are kidding D. Just leave it to others
6. The comments were specifically the questions frequently posed by local journalists.
A. in memory of B. in response to
C. in touch with D. in possession of
7. We all the belief that Chinese traditional culture is a treasure that deserves to be shared and celebrated, so as to enhance cultural exchange and mutual understanding.
A. subscribe to B. consist of C. resign from D. adapt to
8. Benny is the only one of the students in our school who in the Youth Robotics Challenge in Shanghai next month.
A. are to compete B. will have competed
C. is to compete D. will be competing
9. Petko, a sinologist from Bulgaria fell in love with Dream of the Red Chamber he read it.
A. for the first time B. first time
C. the first time D. at the first time
10. We'd better put off interviewing the athlete, for he is busy preparing for an international contest in Beijing soon.
A. held B. to hold
C. being held D. to be held
11. When drafting essays, you pay too much attention to logical flow — unclear connections confuse readers.
A. mustn't B. needn't C. can't D. shouldn't
12. Reading her biography, I was lost in admiration for Doris Lessing had achieved in literature.
A. how B. what C. that D. why
13. in 1921 in Shanghai by Chinese students, The Blue Bird was the first foreign play staged in China.
A. Performing B. Being performed
C. Performed D. Having performed
14. In his play Uncle Vanya, Anton Chekhov states that“A human being should be beautiful: the face, the clothes, the mind, the thoughts.”
A. entirely B. instantly C. partially D. temporarily
15. The failure was a heavy to him, but he remained calm and soon regained his enthusiasm.
A. excuse B. issue C. factor D. blow
第二节：完形填空 (共20小题；每小题1.5分，满分30分)
阅读下面短文，掌握其大意，然后从16~35各题所给的A、B、C、D四个选项中，选出最佳选项。
Growing up in poverty in rural Kenya, Nelly Cheboi would wake before dawn to watch her single mother set off for work. With a heavy basket of vegetables 16 on her head, her mother walked five miles to the local market each day, 17 to earn enough for Cheboi's school fees. The memory of her mother's rough feet and weary smile made her realise how deeply her family was 18 a cycle of poverty that seemed impossible to escape.
Despite the hardships, Cheboi worked hard and her efforts paid off. She attended college 19 a scholarship in the United States, worked odd jobs to support her family,and discovered her 20 in a computer science class. “When my code finally worked,”she recalled, her eyes 21 , “I felt a power I'd never known, as if I could build bridges out of this poverty.” She 22 this breakthrough moment with changing her life's path.Working three campus jobs —— cleaning lecture halls, 23 library books, and tutoring math —— she saved every spare dollar to buy used laptops to send back to her community.
Today, she's giving 4,000 kids the chance for a 24 future through her nonprofit,TechLit Africa. The organization uses recycled computers to create technology labs in schools in rural Kenya.
In 2018, Cheboi began accepting donated computers, personally 25 the complex logistics (物流) by processing customs paperwork, 26 import taxes for them from her little savings, and delivering them via borrowed trucks. TechLit Africa now works with shipping companies to 27 the donated computers so it's more cost 28 .The renewed computers, each carefully cleaned and 29 educational software designed for different age groups and learning levels, are 30 to partner schools where children aged 4 to 12 now receive 31 tech classes twice a week and gain valuable skills from professionals.
“My hope is that when the first TechL it kids 32 from high school, they' re able to get a job online because they will know how to code,” Cheboi said. “The world is your oyster when you are educated. By bringing the resources, by bringing these skills, we are 33 the world to them.”
Cheboi smiled, gently 34 a student's headphones while watching the students working together on coding projects, their faces glowing in the light of the computer screens. “We' re not just 35 technology,” she said, “we' re helping write a new future for these communities, one line of code at a time.”
16. A. balanced B. dragged C. wrapped D. suspended
17. A. refusing B. struggling C. objecting D. pretending
18. A. applied to B. prepared for C. stuck in D. prohibited from
19. A. beyond B. for C. against D. on
20. A. inspiration B. attraction C. appreciation D. passion
21. A. lighting up B. taking off C. cheering up D. spreading out
22. A. admitted B. strengthened C. credited D. praised
23. A. borrowing B. sorting C. reading D. writing
24. A. quieter B. brighter C. safer D. nearer
25. A. delegating B. ignoring C. advocating D. handling
26. A. charging B. requesting C. paying D. negotiating
27. A. transport B. update C. store D. transform
28. A. rewarding B. efficient C. accessible D. reliable
29. A. filled with B. associated with C. compared with D. loaded with
30. A. distributed B. attached C. committed D. contributed
31. A. tough B. strange C. accurate D. regular
32. A. graduate B. withdraw C. protect D. separate
33. A. integrating into B. adapting to C. opening up D. turning on
34. A. beating B. pursuing C. adjusting D. interpreting
35. A. aiding B. teaching C. experiencing D. measuring
第二部分：阅读理解(共20小题；每小题2.5分，满分50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
The AI Scholars Programme (AISP) is an exciting opportunity for high school students worldwide to dive into the world of artificial intelligence (AI) through a unique,four-week on-campus experience at Westbridge Technology University (WTU). This fully-funded programme covers course fees and aims to connect young minds with leading AI researchers, providing them with a comprehensive understanding of AI and its applications.
Course Plan
The AISP begins with a virtual Python preparation course, which starts one month before the on-campus programme. This course is designed for students with no prior coding experience, and instructor support will be available throughout. Once on campus,students will engage in core academic modules, including lectures on the fair and safe use of AI. They will also participate in advanced seminars led by WTU's experienced teaching staff, exploring cutting-edge technology and innovations.
AI research projects
Hands-on learning is a key part of the programme. Students will work in groups to apply their newly acquired AI skills to real-world challenges, and they will finish with a presentation at the AISP closing ceremony. Additionally, site visits with industry leaders will provide insights into emerging career paths in the AI field. Academic writing workshops will also be offered to help students prepare for college applications.
Application Requirements
To apply for the AISP, students must be at least 16 years old and submit the following items:
** An online application form
** Official high school records of academic performance and extra-curricular activities
** A personal statement that demonstrates curiosity in AI research
** A commitment to socially responsible innovation
Applicants are strongly encouraged to submit a one-page summary of their research proposal, outlining how the project utilizes AI, its significance, and the intended outcomes.This proposal will provide valuable insights into the applicant's research potential,technical skills, and ability to plan and communicate their research goals.
The application deadline for the 2025 programme is May 15, 2025, with interviews conducted throughout May and June. This is a fantastic opportunity for students interested in AI to gain valuable knowledge, experience, and connections. Click here to start your application and take the first step towards a future in AI.
36. What is the primary goal of the AISP
A. To engage students in exploring AI.
B. To advocate cooperation in AI research.
C. To provide career guidance in AI industry.
D. To promote the principles of AI applications.
37. What can students learn from the programme
A. Academic writing on AI development.
B. Ways to write an AI research proposal.
C. AI skills for solving problems in reality.
D. Advanced math and physics with AI focus.
38. What must applicants submit for the AISP
A. Personal statement and school records.
B. Research publication samples and tuition fees.
C. Application form and English proficiency test scores.
D. University entrance exam results and proof of Python skills.
39. What can we learn from the passage
A. The application deadline is in June.
B. The AISP requires prior coding experience.
C. The programme is partially funded by participants.
D. The AISP includes hands-on projects and industry visits.
B
On Sunday morning in London, Aaron Robinson achieved something incredible — he successfully ran 365 marathons in 365 days in a row, always accompanied by his border collies (牧羊犬) River and Inca, energetic partners that never seemed to tire. This remarkable challenge wasn't just about running; for a whole year, it demonstrated the incredible strength of human-canine teamwork for a meaningful purpose.
At 41, this charity worker's daily routine pushes human limits. Each morning while London sleeps, Robinson rises at 3 am, laces up his running shoes, and sets out on his lonely 42.195-kilometer marathons — all before his full-time job. His mission Raising funds for Hope for Justice, he works as an international communications manager combating human trafficking(人口贩卖).
Robinson describes the experience as his real-life version of Groundhog Day(《土拨鼠之日》), encountering the same familiar faces and having similar conversations during his pre-dawn runs through Wanstead Park, Wanstead Flats and Epping Forest. His strict routine is fueled by a vegetarian, carb-heavy diet of bagels and cheese — a nutritional strategy that saw him initially drop 11kg before his weight stabilized as his body adapted to the incredible demands.
Technology keeps him on track, with his progress closely monitored by a running app on his watch. Despite facing numerous challenges — from battling colds and flu to overcoming food poisoning — Robinson never missed a day. Remarkably, his body has held up well under the strain; while he's worn through four pairs of running shoes, his knees, hips and ankles remain injury-free.
Robinson's early morning runs always brought surprises. He remembers almost crashing into a frightened cow in the dark, and often seeing litter scattered along his path.To keep things interesting, he created personal challenges — like treating himself to a chocolate bar every mile, or sometimes running barefoot just to change things up.
His dogs River and Inca played a key role in keeping him going. He always paid close attention to their energy levels, ready to stop if they seemed tired. But the enthusiastic dogs never failed to match his pace. What truly drove Robinson was knowing how much charities like his needed support, especially during difficult economic times when donations were dropping. This is why he decided to do something special — he resolved to take on this Herculean challenge to support Hope for Justice's vital work. Even after 365straight marathons, he's not stopping — now aiming to beat the 607-marathon record.
For Robinson, every mile represents hope for others. With River and Inca beside him,each step moves him closer to creating meaningful change.
40. What drove Robinson to maintain his daily marathon challenge
A. To set a personal record.
B. To raise funds for charity.
C. To maintain a healthy lifestyle.
D. To prepare his dogs for competitions.
41. What similarity does Robinson find between his marathons and Groundhog Day
A. Many friendly chats.
B. Spiritual exploration.
C. Daily repeating experiences.
D. Diverse adventures each day.
42. What can we learn from Paragraph 4
A. He had to deal with his dogs’ high energy.
B. He faced difficulties in finding different routes.
C. He had to deal with a lot of physical discomfort.
D. He faced difficulties in maintaining his energy levels.
43. What role do Robinson's dogs play in his daily marathons
A. They support and accompany him.
B. They challenge him to run barefoot.
C. They provide him with entertainment.
D. They help keep him safe when running.
44. What message does the story convey
A. Persistent effort makes a difference.
B. Setting world records brings fame.
C. Dogs are perfect running partners.
D. Daily running keeps fit.
C
The Researchers from the Neuro Mind Institute have created a new way to study how young fish learn quickly in real-life situations. They use special robots that act like predators to chase larval zebrafish (斑马鱼的幼体) in an open water. This innovative approach is helping the researchers study how the young fish rapidly learn and adapt in real-world conditions.
Larval zebrafish are valuable models for neuroscientists(神经科学家) because their transparent (透明) bodies direct observation of brain activity and behavior. However,research on learning in these developing vertebrates (脊椎动物) has been challenging for scientists, despite its importance in understanding how the brain works. Previous research found young zebrafish could learn simple associations. But this type of learning happens slowly and often unreliably, and it was still unclear whether days-old zebrafish can learn fast enough to use their memory in natural situations, like recognizing and avoiding new predators.
The researchers thought that traditional ways of testing learning in larval zebrafish in the lab, where the conditions were far from what the fish would encounter in the wild,might not be effective for uncovering how the fish learn. To model a real-life situation, the researchers used small robotic cylinders (圆柱体) with some programmed to show predator-like characteristics.
The researchers created the interactions: they first placed a robot that stayed still with a free-swimming zebrafish, after the robot chased the fish for a minute, the fish began avoiding the robot's area for more than an hour — a big change from the non-avoidant behaviour before the chase experience. When a second robot was introduced that did not chase the fish, the zebrafish only avoided the chasing robot, showing that they could distinguish between a threat and a non-threat.
Using this system, the researchers made an unexpected discovery that not only could larval zebrafish learn extremely quickly in a more natural context, but they could also do so just five days after beginning their lives as single cells. This was particularly surprising given the fact that a developing zebrafish larva contains just 1% or so of the neurons (神经元) in its adult form. The findings suggest that some essential learning abilities like recognizing predators, emerge early in life and are critical for survival.
Further brain imaging reveals that distinct regions of the zebrafish brain are involved in this rapid learning: the hindbrain (后脑), a region controlling essential functions,responds to the approaching predator; the forebrain, a region associated with learning and planning, encodes the presence of the predator robot; and the habenula (缰核), another brain area, signals avoidance outcomes. All these regions are necessary for learning, and silencing any of them removes the ability of the fish to learn. It is believed that the new work could offer insights into how other brains process real-world threats.
45. What motivated the researchers to create a new way using larval zebrafish
A. To observe their hunting behaviours.
B. To identify their simple associations.
C. To examine their brain characteristics.
D. To uncover their learning in natural settings.
46. Larval zebrafish are considered valuable for neuroscientists because .
A. they can live on common lab meals
B. they can learn faster than adult zebrafish
C. their neuron counts are simpler to analyze than adults
D. their see-through bodies simplify study of the brain and behavior
47. What can we learn about larval zebrafish
A. They can distinguish between robots and fish.
B. They learn fast through a multi-regional brain network.
C. They develop learning abilities when reaching adulthood.
D. They can recognise predators with much neurons needed.
48. What surprising discovery was made about zebrafish learning
A. The effectiveness of robots as predators compared to real predators.
B. The ability of newborn zebrafish to quickly learn to avoid threats.
C. The quantity of neurons in adult zebrafish brains.
D. The capacity to recognize different colors.
49. What will the author most probably discuss in the paragraph that follows
A. Explaining the robot design used in the experiment.
B. Exploring danger processing in other species’ brains.
C. Analysing the connection between learning and planning.
D. Describing zebrafish behaviours. in different surroundings.
D
Ancient Greek philosopher Socrates famously declared that the unexamined life wasn't worth living for a human being, implying that we should attempt to know ourselves,to think through our actions, choices, prejudices, and attitudes. But when it comes to thinking about our own happiness and what makes our lives go well, it really does seem that this reflective attitude can ruin our chances of finding what we seek. For instance,constantly overthinking our social interactions or obsessing over minor details at work can lead to missed opportunities and increased anxiety. Perhaps, in our quest for self-improvement,we need to achieve harmony between reflection and action.
Perhaps it's not surprising that we are better designed for engaging in other activities than reflecting on how best to achieve our own happiness and well-being. Doing things that enhance our growth in physical, social, and intellectual areas tends to bring the reward of feeling good, and so stimulates us further to pursue those activities. Sitting around reflecting on what will make us happy is a lot less efficient than chasing the things that make us happy. If we think too much, there is an opportunity cost — time that we could have spent in a worthwhile activity has gone while we were thinking deeply about the best way to develop.
The philosopher David has explored the role of reflective thinking in sports, and his observations offer valuable insights. He notes that while athletes must think about the basic actions they perform, overthinking the mechanics of those actions can be counterproductive.For instance, a footballer needs to focus on kicking the ball low and hard to the left of the goalkeeper, but not on the minute movements of the legs and feet that produce the desired outcome. Overthinking often leads to a poorer performance; instead, an automatic response to the situation is required. This is because the human mind and body are designed to work in harmony when engaged in activities, and overthinking disrupts this natural flow.
A similar dynamic could also be operating in our lives. Individuals who start detailed programs of self-development in various dimensions, focusing on diet, habits, exercise,mental activity, work output, and so on, are like the footballer overthinking their development. Their well-intentioned self-reflection might actually prevent them from achieving a high level of fulfillment. Sometimes, it is better to engage in activities wholeheartedly rather than constantly analyzing every aspect of our lives. After all,happiness may be found more easily through action than through endless contemplation.
As we know, the path to fulfillment, then, may lie not in relentless self-dissection, but in the courage to act —— even imperfectly —— while allowing reflection to guide, not govern,our lives.
50. By citing Socrates in Paragraph 1, the author primarily intends to .
A. show the history of self-examination
B. compare ancient and modern views
C. criticize philosophical traditions
D. introduce the topic of reflection
51. What may cause an opportunity cost according to the passage
A. Spending time on worthy activities.
B. Focusing on efficient physical exercises.
C. Spending too much time in self-reflection.
D. Participating actively in social interactions.
52. Why does the author mention David's observations
A. To praise a wise philosopher.
B. To show overthinking effects.
C. To teach readers football skills.
D. To argue for reflective thinking.
53. The author believes happiness is primarily achieved by .
A. recording every life detail for analysis
B. balancing action with timely reflection
C. studying happiness theories extensively
D. following self-improvement checklists strictly
54. How does the author develop this passage
A. By using numbers and test results.
B. By telling stories from his own life.
C. By comparing old and new ideas about thinking.
D. By giving examples from sports and philosophy.
55. What does the passage mainly tell us
A. Thinking deeply guarantees success.
B. Philosophers misunderstand human nature.
C. Overthinking may prevent self-improvement.
D. Physical activities outweigh mental exercises.
河北区2024~2025学年度高三年级总复习质量检测(二)
英语笔试
第Ⅱ卷
注意事项：
1.用黑色墨水的钢笔或签字笔将答案写在答题卡上。
2.本卷共6小题，共35分。
第三部分：写作
第一节：阅读表达(共5 小题；每小题2分，满分10分)
阅读短文，按照题目要求用英语回答问题。
The whole story started with a simple question“Can I paint your portrait ”.
One day in the summer of 2015, Peterson was relaxing in his living room, reading the book Love Does, about the power of love in action, when his quiet was disturbed by a homeless man outside his apartment. Inspired by the book's compassionate message,Peterson made a decision; he was going to go outside and introduce himself.
In that first conversation, Peterson learned that the man's name was Matt Faris. He'd moved to Southern California from Kentucky to pursue a career in music, but he soon fell on hard times and ended up living on the street for more than a decade. “I saw beauty on the face of a man who hadn't shaved in probably a year, because his story, the life inside of him, inspired me,” Peterson recalled. Therefore, Peterson asked if he could paint Faris’ portrait. Faris agreed.
Peterson's connection with Faris inspired him to create Faces of Santa Ana, a nonprofit organisation focused on befriending and painting portraits of members of the community who are unhoused. Peterson sells the paintings for money, splitting the proceeds and putting half into a“love account” for his model. He then helps people use the money to get back on their feet.
Many of Peterson's new friends use the donations to secure immediate necessities-medical care, hotel rooms, food. Faris use the funds from his portrait to record an album,making his music dreams come true. Another subject, Kimberly Sondoval, had never been able to financially support her daughter. She asked, “Can I use the money to pay my daughter's rent” When the check was delivered, “They both wept, feeling very grateful.”Peterson recalls.
Peterson has painted 41 of these portraits himself. But there's more to the finished products than the money they bring to someone who's down and out. He's discovered that the buyers tend to connect to the story of the person in the painting, finding similarities and often friendship with someone they might have otherwise overlooked or stereotyped.
“People often tell me, ‘I used to avoid homeless people, but now I see them as individuals with stories to tell,’ Peterson says. ‘It’ s a powerful reminder that compassion can change perspectives.”
56. What made Peterson start a conversation (no more than 6 words)
57. What is Faces of Santa Ana (no more than 12 words)
58. What does the underlined part in Paragraph 4 mean (no more than 5 words)
59. What happened to the buyers after they bought portraits according to Peterson
(no more than 10 words)
60. What can you learn from the story Put it in your own words.(no more than 20 words)
第二节：书面表达 (满分25分)
61.假设你是晨光中学的学生李津，学校英语俱乐部即将举办“我的高三年度词”英语主题演讲活动，要求同学们根据个人的学习生活选择一个高三年度词进行分享。你很感兴趣并报名参加。请根据以下提示，写一篇演讲稿：
(1)介绍并解释你所选的这个年度词(如：乐观，成长，挑战，感恩等或另选其它词)；
(2)结合该年度词讲述你的亲身经历；
(3)分享该年度词对你未来学习生活或个人发展的意义及展望。
注意：
(1) 词数不少于 100;
(2)可适当加入细节，使内容充实、行文连贯；
(3)题目已给出，不计入总词数。
My Word of the Year in Senior Three
