2021北京朝阳高三(上)期中英语(教师版).docx

2021北京朝阳高三（上）期中
英 语
2021.11
（考试时间90分钟 满分100分）
本试卷共10页。考生务必在答题卡指定区域作答，在试卷上作答无效。
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，并在答题卡上将该项涂黑。
Marty Verel，a 59-year-old man who had had a kidney（肾脏）transplant in Ohio，should have been near the top of the list to receive a COVID-19 vaccine （疫苗）． Yet like millions of others, he wasn’t having any _1_ scheduling. Marty and his wife, Nancy Verel, would sit with computers on their laps trying for hours to book on different sites, all of which were slow and complicated. “I felt _2_,”Nancy says.
Then Nancy heard about Marla Zwinggi, who was spending up to ten hours a day online trying to book appointments for vulnerable（弱势的） individuals． So Nancy _3_ Zwinggi on Facebook：Can you help? Twenty-five minutes later, Zwinggi responded by asking for Marty’s personal information. Nine minutes after that,Zwinggi _4_ back-Marty had an appointment to get the vaccine.
Zwinggi’s vaccine _5_ started on February 1, when she learned that her seriously sick parents were unable to get appointments themselves. Clicking around on vaccine registration sites, Zwinggi discovered just how _6_ it was to book an appointment She applied _7_ that web insiders are familiar with. “I’m determined. I drink a lot of coffee, and I’m a fast typer,” she says. Soon enough, Zwinggi had _8_ appointments for both of her parents.
Zwinggi decided that helping others would be her way of _9_ .“I feel like I need to will us out of this pandemic,” she says. On February 10, she logged on to Facebook to let people know that she was assisting with bookings. By March 2,she’d booked appointments for 400 people, an impressive achievement that made Nancy _10_，“Zwinggi is some sort of COVID angel（天使）.”
1. A. advice B. fun C. money D luck
2. A. safe B. hopeless C. ashamed D. positive
3. A. messaged B. greeted C. accepted D. recognized
4. A. paid B. looked C. reported D. travelled
5. A. developing B. hunting C. testing D. giving
6. A. difficult B. necessary C. expensive D. normal
7. A. standards B. materials C. resources D. strategies
8. A. offered B. checked C. secured D. cancelled
9. A. giving in B. giving back C. giving up D. giving away
10. A. guess B. vote C. share D. conclude
第二节（共10小题；每小题1.5分，共15分）
阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。
A

A London Marathon runner saw a competitor who needed help. The competitor had fallen to the ground, so he_11_ (pick) him up. When he fell down again, he decided to support him to the finish line 200 metres away. Matthew, the runner who _12_ (selfless) helped his competitor, became famous on the Internet. The two runners became friends and _13_ (meet) at next year’s London Marathon, hopefully.
B
Depop is a shopping app which young people use to buy and sell _14 _ (use) clothes. More than 30 million people from 150 countries use the app, and some experts believe that Depop will have a big impact on global clothes companies. One of the people _15_ sells clothes on Depop is 20-year-old Moira Campos. She has about 40,000 followers and _16_ (sell) clothes online is her job. Moira and her brother buy old clothes, take photos of them, and then sell them. Young people like sustainable shopping _17_ it is better for the planet.
C
The Chinese company, Neolix, invented driverless cars that have been put in use during the COVID-19 _18_ (deliver) medical supplies to hospitals. Recently, Neolix has partnered with KFC to introduce driverless food trucks. Customers scan a code with their phones, and they choose _19_ they want in an app. When they pay, the truck’s door opens and they take the food out. _20_ the outbreak of COVID-19, people did not like cars without a driver. Now, the situation has changed and people see the benefits of them.
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
Let’s be honest: it can be hard to get motivated to do your schoolwork even in the best of times. So finding the motivation, while you’re learning from home, is extra challenging. Here are a few tips that could maximize your motivation.
1.Guard Your Time
You do not need large amounts of time to be productive. Instead, be focused in short blocks when you can work without interruption. Protect these open times by setting up your workspace to minimize distractions-including silencing notifications （通知） on your cellphone or laptop.
2. Determine How Much Work Is Needed
Write down the work you need to achieve, because there is a limit to how much information you can recall and process at one time. Examine the remaining projects, and estimate the amount and type of effort each requires.
3. Break Large Projects into Smaller Ones
Breaking big projects into smaller and more manageable tasks allows you to achieve maximum efficiency and effectiveness. Your assigned tasks should follow a logical order. Also, making a list and crossing things off that list is really satisfying.
4. Set Goals
Set goals related to effort. For example, plan to spend 60 minutes at a specific time of the day studying a pre-determined concept. Also, set goals related to the completion of specific tasks or projects. For instance, give yourself a deadline to read and take notes on a specific article for a certain paper you must write.
5. Identify the Rewards
It pays to clarify the rewards this term-whether those rewards are internal, such as the feeling of accomplishment that comes from understanding a difficult concept well, or external, such as getting a good grade.
Work to build good habits and strategies now. It will pay off in the future.
21. What skills do the first two tips relate to?
A. Writing skills. B. Social skills.
C. Teamwork skills. D. Time management skills.
22. According to the passage, which can help you most when you are faced with a big task?
A. Tip 2. B. Tip 3. C. Tip 4. D. Tip 5.
23. What is the main purpose of the passage?
A. To show students how to stay focused on schoolwork.
B. To analyze students’ difficulties of learning from home.
C. To offer students advice on how to improve productivity.
D. To summarize some tips for parents to share with their children.
B
Depression Discussions
Alison Malmon was a freshman at the University of Pennsylvania when she got a call from her mother that would change her life: Her fun, outgoing older brother, Brian, had killed himself.
When Malmon returned to school after Brian＇s funeral（葬礼）that spring of 2000, she was still extremely sad. But when she looked for help on campus, there was no place to turn. “Back then, students weren’t encouraged to talk about their mental health. I started reflecting on the fact that there was an enormous need to get that conversation going,” says Malmon.
She was only 19 and had no experience with mental health issues, but that didn’t stop her from launching Open Minds at Penn. Now, 20 years later and with a new name Active Minds, it is the largest young adult mental health advocacy organization in America, with more than 550 chapters at high schools and colleges. “What I’m most inspired by is that my generation and the generations coming behind me are taking on mental health as a social justice issue,” says Malmon. “Our tools are changing not only their campuses, but also their families.”
The mental health statistics on college campuses are alarming. The American College Health Association’s 2019 National College Health Assessment found that 45% of students reported feeling so depressed in the previous 12 months that it was difficult to function; 66% felt great anxiety; and 13% seriously considered taking their own life. So Active Minds’ peer-to-peer education techniques are more important than ever.
“I wanted to educate students about the issues， about the signs and symptoms（症状），and about where-on campus and off campus and online-they can get help for free. Active Minds chapters empower young adults to speak openly about mental health so that everybody who needs help gets it as early as possible. We can’t make it uncomfortable for students to come forward with their stories,” she says. “Because that’s how we’re going to have more students graduate and go on to become productive members of society, and not feel so ashamed like my brother did. ”
24. In the spring of 2000, Alison Malmon’s older brother Brian
A. attended a funeral B. took his own life
C. returned to school D. sought help from Open Minds
25. Why did Alison Malmon set up Active Minds?
A. To make big profits. B. To help depressed young adults.
C. To get a good reputation. D. To help graduates build skills for jobs.
26. What can we learn from Alison Malmon’s story?
A. Great minds think alike. B. Think twice before acting.
C. Positive actions make huge differences. D. Hope for the best, prepare for the worst.
C
Making predictions gets in the way of the brain’s ability to remember the present moment, new research suggests. The hippocampus, a brain structure usually associated with remembering events, also uses experiences to make forecasts ( neuroscientists call this “statistical learning”). But scientists writing in the Proceedings of the National Academy of Sciences USA have now demonstrated that the latter function can influence the former.
Researchers showed participants a series of photographs on a screen without telling them that some image categories always followed others: mountains always came immediately after beaches, for example. They were intended to subconsciously learn these associations and begin to expect these pairings. Later, the participants were shown the same photos again, mixed in with new examples, and were asked if they had spotted any of them before. They accurately recalled seeing random images at a much better rate than the predictive ones (like the beach pictures).
The scientists repeated this process while scanning participants’ brains with fMRI（功能性核磁 共振）.Each image category caused a distinct neural （神经的） activity pattern， and the patterns for predictable categories were seen in the hippocampus when the corresponding predictive category was displayed. Moreover, this effect’s strength in fMRI corresponded inversely with participants’ memory task scores. “The more evidence for prediction we saw, the worse their memory was for those predictive items,” such as a particular beach scene, says study lead author and Yale University cognitive（认知） neuroscientist Brynn Sherman. This suggests that predictive images caused the hippocampus to shift toward prediction-and away from encoding（编码） a new memory.
The study is among the first to demonstrate how making predictions affects human memory. Scientists previously suspected that the hippocampus had a role in statistical learning but did not know how it interacts with memory formation. “This paper is a really nice demonstration of the balance where the hippocampus is doing both these things," says University of Virginia cognitive neuroscientist Nicole Long.
The team says this compromise occurs because remembering and predicting both use some of the same biological pathways. In the paper, the authors compare it with using one’s right foot to operate both the brake（刹车）and gas pedals（油门） in a car...but not both at the same time. “This system could prevent memory redundancies（冗余）and thus conserve brainpower，” Sherman says.
“We still need further research,” Long says. “For instance, how much repetition is needed before the hippocampus shifts from recording to predicting and whether it is possible to train the structure to improve both modes at the same time.”
27.We can learn from the passage that____________.
A. predictive images stimulated memory formation
B. the hippocampus has nothing to do with predicting
C. researchers revealed how to balance predicting and remembering
D. the participants remembered random images more quickly and accurately
28.What does the underlined word “inversely” in Paragraph 3 probably mean?
A. In an opposite way. B. Exactly.
C. In the same direction. D. Closely.
29.Why does the author mention the brake and gas pedals?
A. To present an accurate picture of how to drive a car.
B. To illustrate that predicting interacts with remembering.
C. To stress the difficulties of operating them at the same lime.
D. To show the importance of using the same biological pathways.
30.Which would be the best title for this passage?
A. The Role of the Hippocampus within Memory
B. Predicting a Situation Benefits Memory Formation
C. Forecast or Remember: The Brain Must Choose One
D. Forecast and Remember: The Brain Can Do Both at the Same Time
D
In the USA，youth curfews（宵禁）are traditionally issued by a parent in the interest of safety. This type of curfew is personal, and rightfully so. However, to stop teenagers committing crimes, some officials have turned youth curfews from family decisions into public laws.
The idea may have been thought to have good intentions. In practice, however,these policies have been shown to be unfair and unconstitutional, according to the American Civil Liberties Union (ACLU). In the town of Sumner, Washington, a father allowed his fourteen-year-old son to go to a convenience store after 11:00 p.m. Sumner had adopted a curfew law that prohibited
people under the age of eighteen from being in public places past that hour. The father was fined, and then he pursued a legal challenge against the town. The ACLU, which filed the case on behalf of the father， claimed the curfew laws had violated （侵犯） parents＇ rights. In the end，Sumner’s curfew laws were struck down.
But isn’t it irresponsible not to enforce a curfew on teenagers? Curfew laws supporters argue that officials should provide a curfew to ensure teens are home by a reasonable hour. The risk of a serious accident is three times as high for drivers aged sixteen to nineteen as for drivers over twenty. And dangers only increase at night. This indicates to some that a law keeping teens off the road late at night is a positive safety measure. Still, the National Highway Traffic Safety Administration (NHTSA) says that the best ways for drivers to increase safety are by obeying the speed limit, wearing a seat belt, and paying attention. The NHTSA makes no mention of youth curfews making driving safer.
In cities, curfew enforcement has been ineffective or even had a negative impact on communities. Most crimes committed by teens actually happen around 3:00 p.m., right after school. On non-school days, that time shifts to between 7:00 p.m. and 9:00 p.m. The curfew hours, usually between 10:00 p.m. and 6:00 a.m., occur at a time of day when teenage crime is at its lowest. Meanwhile, violent crime rates peak around 10:00 p.m. for adults. When law enforcement performs the teen curfew sweep, policemen are distracted from the more serious violent crimes being committed by adults