浙江省杭州第十四中学（康桥）2024-2025学年高一上学期10月阶段性测试英语试卷

2024年杭十四中（康桥）高一年级10月阶段性测试英语学科试卷

第一部分：听力（略）

第二部分：阅读理解（共两节，满分50分）第一节（共15个小题；每题2.5分，满分37.5分）

阅读下列材料，从每题所给的四个选项(A、B、C和D)中，选出最佳选项。

A

Ideas of making the first week of high school easy

Frank, Aged 21

I think almost every kid feels both nervous and excited before their first day of high school. You will probably love it. I know I did. You should join some sports or activities that will make your high school experience more enjoyable. Good luck!

Sharon, Aged 22

The most important thing to keep in mind when going into high school is to be yourself. Besides, I don't know what your middle school was like, but high school teachers will not care about things such as how much homework you already have in one night. It's best to learn to deal with things and manage your time wisely so you can achieve everything you need to do.

Eddie, Aged 20

When I started high school, I was really nervous too, especially since I had been home schooled(家中教学)all through middle school and didn't really know anyone. I suppose the best advice would be to just relax. The first couple of days can be a little bit hard, but things will become easier before you know it.

David, Aged 19

I'm not going to lie. The first day is kind of freighting. But you’ll get use to it. Don’t be a raid of anyone; upperclassmen (高年级学生)will pick on you more if you let them know you’re afraid. Just take it easy. Making some friends and staying with them will greatly help you get used to high school quickly. After the first week it's really not bad at all. Don't worry.

21. What can we infer(推断) from Sharon about high school?

 A. Teachers are quite strict.  B. Students often stay up at night.

 C. Teachers provide much care for students. D. Students should make good use of their time.

22. How did Eddie feel on his first day of high school?

 A. Bored. B. Excited. C. Worried. D. Relaxed.

23. Who mentions the importance of friends?

 A. Frank. B. Eddie. C. Sharon. D. David.

B

“Lives of great men all remind us that we can make our lives sublime(崇高的)” is a line from A Psalm of Life(《人生颂》)that Chen Lin read in a Learn video when he was 96 years old. With a “life is to give, not to take”attitude, Chen Lin devoted his life to the development of foreign language education in China.

Born in 1922, Chen worked in foreign education for more than 70 years. In 1950, he started teaching at Beijing Foreign Studies University. At the university, Chen was known for his nickname of“Three UP Professor”, since he always insisted on “standing up” and “speaking up” when teaching. Also, when class was over, he would instantly “shut up”.

In the 1980s, in most English classes, teachers did most of the speaking, while students mostly only listened. But Chen encouraged students to speak and practice more. Outside of class, Chen still tried his best to popularize English among common people. In 1981, he took part in the TV program Follow Me(《跟我学》) and taught people English in a fun way, which started a craze for learning English.

In 1999, Chen led experts to develop English curriculum standards(课程标准). Before that, English teaching goals from primary to university were not connected. But the standards changed the situation, making English education work like “one package”.

To help students learn English more effectively, Chen advised providing suitable English-learning material for students at different levels. “I have been a teacher all my life, and I want to be an English teacher again in my next life.” Chen said. “I think there is no more noble profession than to teach and make students useful to the people.”

24. What can we know according to the passage?

 A. Chen Lin was the leading expert in developing English curriculum standards

 B. Most teachers encouraged students to speak and practice more in the 1980s.

 C. Chen Lin was famous for his attitude toward life

 D. Chen Lin created Follow Me alone to encourage students to learn English

25. Why did Chen Lin teach people English in the TV program Follow Me?

 A. To become more famous in China B. To make English popular among common people.

 C. To encourage more people to attend his class. D. To show his fun way of teaching English.

26. What can we infer from the last paragraph?

 A. Chen Lin decided to teach English again B. Chen Lin thought only teaching was a noble profession.

 C. Chen Lin was proud of being an English teacher. 
 D. Chen Lin hoped more people could become English teachers.

27. Which of the following words can best describe Chen Lin?

 A. Humorous and generous. B. Focused and passionate. C. Intelligent and independent. D. Energetic and honest.

C

What kind of people can become scientists? When a group of researchers posed that question to ninth--and 10th-graders, almost every student gave such responses as"People who work hard”or “Anyone who seems interested in the field of science.”

Many of these same students struggled to imagine themselves as scientists, citing concerns such as “I'm not good at science” and “Even if I. work hard, I will not do well.” It's easy for them to see a scientist's work as arising from an inborn talent.

But for high school students, learning more about some struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students' beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts.

During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday. Intellectual struggle stories: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from them. Life struggle stories: stories about how scientists struggled in their personal lives, such as not giving up in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of coexisting challenges.

Researchers found that students who heard either type of “struggle stories” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower performing students, for whom exposure to struggling stories led to significantly better science-class performance than low- performing students who read achievement stories. In addition, students who read struggle stories reported feeling more personally connected to the scientists. By identifying a scientist's struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize(共情) with the scientists during their own struggles.

28. Why do students fail to imagine themselves as scientists?

 A. They lack interest in science. B. They don't have inborn talent

 C. They are short of confidence. D. They have no ability to study science.

29. What's the purpose of the intervention?

 A. To introduce some inspirational stories to students. B. To expose students to scientists' great achievements.

 C. To ensure students will become scientists in the future. D. To clear students' misunderstandings of scientific work.

30. The underlined word “pronounced” in the last paragraph is closest in meaning to_________.

 A. subtle B. lasting C. doubtful D.obvious

31. What can we learn from the research?

 A. Science ability has nothing to do with efforts B. Students are more motivated by achievement stories.

 C. Scientists' struggle stories can influence readers' beliefs.

 D. Low-performing students tend to feel connected to scientists.

D

People with high levels of niacin, also known as vitamin B3, in their blood may be more likely to have a heart attack or stroke than those with lower levels. Excessive amounts of the vitamin, which is routinely added to fortified food and can be taken as a supplement, may inflame blood vessels.

Heart attacks and stroke are leading causes of death worldwide. While researchers have made significant strides over the past few decades in discovering the risk factors for these conditions, they haven't identified the mall.

In an effort to fill these gaps, Stanley Hazen at the Cleveland Clinic in Ohio and his colleagues collected blood samples from 2331 adults in the US and 832 adults in Europe who had elected to undergo cardiovascular screenings. The team analysed the samples for substances called metabolites, byproducts of metabolic processes such as digestion. The researchers then tracked incidents of cardiac events, such as heart attacks and strokes, among the participants over three years.

They found that people with elevated levels of a metabolite called 4PY, which only arises when the body breaks down excess niacin, were around 60 percent more likely, on average, to experience such an event than those with lower levels. And it was found in further experiment that 4PY causes blood vessel inflammation, a major contributor to the development of heart disease, in rodents.

It isn't uncommon for people to have high niacin levels, Hazen says. This is partially due to certain foods, such as cereals and flours, being routinely fortified with the vitamin in countries that include the UK and the US. Niacin supplements are also increasingly popular as evidence suggests they have anti-ageing benefits, says Hazen. Plus, it wasn't until recently that doctors stopped prescribing high-dose niacin to people at risk of cardiovascular disease, as it was initially thought the vitamin protected people from these conditions by lowering cholesterol.

“I think this study really shows that sometimes, when it comes to vitamins, you can have too much of a good thing,” says Jenny Jia at Northwestern University in Chicago, Illinois. However, this research was mainly conducted in people of European ancestry. It is therefore unclear if similar results would occur in people of different racial or ethnic backgrounds, says Jia.

32. What is presented in paragraph 3?

 A. Theoretical models. B. Research procedures C. Practical examples. D. Historical findings.

33. What does the underlined phrase “such an event”in paragraph 4 refer to?

 A. Increased 4PY. B. Extra niacin. C. Blood vessel inflammation. D. Cardiovascular diseases.

34. What might not be the reason for people to have high niacin levels?

 A. Having niacin supplement is fashionable. B. Food with niacin can rapid aging.

 C. Certain vitamins are added to foods. D. Niacin was prescribed to people.

35. What attitude might Jia have to the study?

 A. Neutral. B. Supportive. C. Indifferent. D. Doubtful.

第二节（共5个小题：每小题2.5分，满分12.5分）

根据短文内容，从短文后的选项中选出能填入空白处的最佳选项，选项中有两项为多余选项。

The next time you go into a bank, a store, or a supermarket, stop and listen. What do you hear? ___36___It's similar to the music you listen to, but it's not exactly the same. That's because this music was especially designed to relax you, or to give you extra energy. Sometimes you don't even realize the music is playing, but you react to the music anyway.

Quiet background music used to be called “elevator(电梯) music” because we often heard it in elevators. But lately we hear it in more and more places, and it has a new name “Muzak”. About one-third of the people in America listen to “Muzak” every day. The music plays for 15 minutes at a time, with short pauses in between. It is always more lively between ten and eleven in the morning, and between three and four in the afternoon, when people are more tired. ___37___.

If you listen to Muzak carefully, you will probably recognize the names of many of the songs. Some musicians or songwriters don't want their songs to be used as Muzak, but others are happy when their songs are chosen. Why? ___38___

Music is often played in public places because it is designed to make people feel less lonely when they are in an airport or a hotel. It has been proven that Muzak does what it is designed to do. Tired office workers suddenly have more energy when they hear the pleasant sound of Muzak in the background. ___39___Supermarket shoppers buy 38 percent more