广东省江门市鹤山市鹤华中学2023-2024学年高二下学期期中考试英语试题

鹤华中学2023-2024学年度第二学期期中考试

英语(高二)

第一节(共15小题;每小题2分，满分30分)

阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

A

Music for Life Learning music is important for the educational and personal development of young people!

Learning an instrument: how do pupils choose?

All our teachers are highly qualified and experienced musicians, and pupils can learn to play a wide range of instruments, from the keyboard to the drums(鼓). We have open days when new pupils who are unsure which instrument to choose can come to the centre. They are able to speak to teachers about which instrument might be best for them, and they can also see and hear classes in action.

Who is responsible for buying the instruments?

Parents usually have to provide instruments. But parents of beginners are advised not to buy an instrument until they are told that a place is available. They should also find out from the teacher the most suitable type of instrument to get.

When and where do lessons take place?

Lessons are available in many schools, usually during the day. If there is no lesson available for a particular instrument in a particular school, other arrangements can be made at one of our music centres for lessons on Saturday afternoons or weekday evenings.

How are pupils taught?

Pupils can learn in small groups, in classes or individually, depending on their needs. Small groups of three pupils have lessons that last thirty minutes. Class lessons last forty-five minutes and have at least ten pupils. Individual lessons are offered only to pupils who have some experience.

Starting young: when can pupils begin?

Children are never too young to become interested in music. We have special “Musical Youth” classes for children from the age of 3 to 8. These are designed to encourage young children to enjoy music through a variety of activities including singing, musical games, listening and movement. “Musical Youth” classes take place on Saturday mornings with groups of about 18 children. A parent or other adult must attend each session, and they are encouraged to sit with their children and help them with the activities.

1. What can we learn from the passage?

A. New pupils can see classes on an open day.

B. Pupils can learn special instruments on Sundays.

C. Parents must accompany pupils during the learning process.

D. Teachers at the centre can provide the right instruments for pupils.

2. What is the best choice for children with some experience?

A. Lessons for groups of ten. B. Individual lessons.

C. Lessons for small groups of three. D. Special “Musical Youth” classes.

3. The passage is intended for _____.

A. teachers B. parents

C. musicians D. pupils

B

Thirty-five years ago, with just one acre of land, a couple of seeds and a bucket of hope, one Nigerian-born scientist began his mission to defeat famine (饥荒) on his continent.

News of the drought across Africa in the early 1980s troubled Nzamujo. Equipped with a microbiology PhD and his faith, he travelled back to Africa. There, he found a continent ecologically rich, diverse and capable of producing food. He believes drought wasn’t the only reason for widespread hunger, and that sustainability had been left out.

Nzamujo began designing a “zero waste” agriculture system that would not only increase food security, but also help the environment and create jobs. In 1985, he started his sustainable farm “Songhai” in the West African country of Benin.

Nzamajo lives on the farm and constantly updates his techniques. He credits his degrees in science and engineering for Songhai’s success. But he also thanks his spiritual and cultural roots, and his father — a driving force in his life who encouraged him to pursue his studies to the highest degree and to use Songhai to share his knowledge.

Songhai has several “eco-literacy” development programs. They range from 18-month training courses for farmer-enterprisers, to shorter stays to learn techniques like weeding. People come from all over the world to study Nzamujo’s methods.

After seeing success on his first zero waste farm, he expanded throughout Benin and western Africa. Today, the Songhai model is applied across the continent, including Nigeria，Uganda, Sierra Leone and Liberia, Nzamujo says they've trained more than 7,000 farmer-enterprisers and more than 30,000 people in total since it began.

Nzamujo believes zero waste agriculture is now steadily tackling the issues he set out to defeat, hunger, unemployment and environmental declines. And he wants to see it go further.

4. Which factor related to famine was unnoticed in Nzamujo’s eyes?

A. Poor soil. B. Water shortage.

C. Lack of resources. D. Unsustainability.

5. What does the author intend to do in paragraph 3?

A. Introduce a solution. B. Give examples to the readers.

C. Add some background information. D. Summarize the previous paragraphs.

6. How does Songhai help to ease the problem of famine?

A. By offering land. B. By trading seeds.

C. By educating farmers. D. By selling technology.

7. Which of the following best describes Nzamujo?

A. Critical and careful. B. Learned and responsible.

C. Optimistic and generous. D. Considerate and ambitious.

C

Cikgu Azam worked in an IT department. At the same time, he had a side job where he prepared activities for school children with special needs.

In 2007, during a program, he succeeded in helping a boy with cerebral palsy (脑瘫). “While I was assisting him, I could see the tears of joy coming from his parents who were there with us as well,” he said. “If you had more expert knowledge, you’d help more people,” his friends told him. With that, he went back to school to get a degree in special education.

In 2009, he became a special education teacher in a school. Trained to help students with cerebral palsy, when he came to the school in the first year, he was surprised to learn that he would also be teaching blind students. However, he did not back down in the face of such pressure, Cikgu took the time to educate himself on what would