上海复旦大学附属中学2024-2025学年第二学期高二年级英语学科4月第二次阶段性教学质量评估试卷

复旦大学附属中学2024学年第二学期 高二年级英语学科4月第二次阶段性教学质量评估试卷 I. Grammar and Vocabulary Section A Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank. North American Odyssey (艰苦的跋涉) Dave Freeman loves sports and exploration, and he wanted to teach students about the wonders of exploration and wilderness travel. However, it's impossible to take so many students on trips. So he had an idea-he 1         (go) on adventure trips to explore different places, and share his experience with students through the Internet, the result of 2         was the Wilderness Classroom. Since then, Dave and his wife Amy have been exploring different parts of the world, and teaching students about the outdoors. One of their most 3 ______ (call) trips was this journey to get people 4 ______ (protect) North America's waterways and wild places. At the same time, they wanted to teach elementary and middle school students about these wild areas 5 ______ geography, history, wildlife, and so on. The journey across North America began on April 22, 2010-Earth Day. The Minnesotan couple began paddling their kayaks (划皮划艇) north out of Seattle, with the next three years 6         (spend) kayaking, canoeing, dogsledding, and backpacking up the Inside Passage, across the Northwest Territories, through the Great Lakes, and down the east coast of the United States. 7         the journey was going on, about 85,000 students tracked Dave and Amy's progress. They made the Wilderness Classroom interactive and fun for these students. Every Monday during the trip, they posted an online update. They also posted videos every week. Students could help Dave and Amy make decisions about the trip 8         doing surveys-they could suggest routes the couple should take. The couple were also able to interact with the kids at schools along the way. Over the three years of the project, they met around 25,000 students. For Dave, who has been working as a guide for nearly 20 years, "teaching kids when they're young that these places exist is a first stepping stone for getting people outside, understanding 9          important these places are." On April 4, 2013, Dave and Amy finally paddled into Key West, Florida, 10         (complete) their North American Odyssey. But they haven't been resting since then. They have been going on other adventures, continuing to teach students about exciting places outside the classroom. Section B Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need. A. committed B. deliberately C. divided D. dizzying E. lesson F. overtaking G. philosophy H. reasonably I. standards J. striving K. values Learning from the past Why do we never seem to learn from the lessons of the past? The actions of others could point the way for us, but we seem either to forget these lessons or_11         _misinterpret them-or knowing them, simply fail to act on them. Because of the economic boom in an Asian country, its government has become worried in recent years about selfishness _12         _society. Many people have been saying for some time that the traditional_13         _of harmony, respect, and hard work have been lost. So a few years ago, the government focused attention again on the teachings of an ancient philosopher. Before the 1990s, the philosopher's idea had not been fashionable, but now, in a country which is currently developing at a(n)14         _speed, it offers a sense of stability and order. The philosopher's saying that nowadays sums up the government's 15         _is "harmonious society." Sometimes it is difficult to learn from the past because the "teacher" sets such high 16         . This is certainly the case with Nelson Mandela, who promoted reconciliation (和解) to two sides in South Africa who hated each other deeply. Mandela had always been_17          to peace, and while he was living in prison, he became determined that reconciliation was the only way to unite his 18          country. All those _19         _for peace know that in the long term they will have to begin this dialogue. Yet few are able to follow the example set by Mandela because it requires such a high degree of unselfishness. It seems that following this suggestion-not to be selfish--may be the hardest_20         _of all for people to learn. II. Reading Comprehension Section A Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context. Economists tend to be big fans of education, which is perhaps not surprising given how much of it they consume and how well their textbooks can do. Alfred Marshall, writing in 1873, hoped that education would help 21          the "distinction between workingmen and gentlemen". Gary Becker of the University of Chicago reimagined education as an 22          in "human capital" that would earn a return in the market. But economists can also be extremely 23          about schooling. The theory of signalling compares many educational certificates to peacock’s tails: costly encumbrances (累赘), 24          only as noticeable proof that their owners are intellectually strong enough to bear them. And in "The Social Limits to Growth", a book published in 1976, Fred Hirsch pointed out that education is often "positional" in nature. What 25          is not only how much you have, but whether you have more than the next person. For many students it is not enough merely to acquire a good education. They must obtain a better education than the people 26          them in the queue for sought-after jobs. Positional goods are, by their nature, in strictly 27          supply. Everyone can in principle live in good neighbourhood, attend a good school, and work in a good job. But logic 28          says that not everyone can enjoy the nicest neighbourhoods, best schools or most decent jobs. An unhappy 29          is that one family's expenses, on schooling raises the bar for everyone else. Families are drawn often unconsciously, into educational arms races. They spend money and time on after school tutoring or extracurricular activities in the expectation that it will improve their child's 30          in the queue for advancement. But they quickly discover that everyone else is doing the same, leaving them in the same position as before. They are in fact worse off, 31          the costs and frustration caused. "If everyone stands on tiptoe, no one sees better." Hirsch noted. And their feet also 32         . The arms race is notably less than 33          in parts of Europe. In Norway and Sweden parents show little demand for tutoring. And overeduation is less common in Germany and other countries that sort children early into academic or vocational schools, with little 34          between the two, according to a study by Valentina Di Stasio of Utrecht University together with Thijs Bol and Herman Vande Werfhorst of the University of Amsterdam. Vocational schools are supposed to teach what employers want employees to know. That may limit the scope for certification inflation (通货膨账). For better or worse, they also remove large numbers of the students from the race for more 35          achievements. 21. A. identify B. increase C. neglect D. erase 22. A. interest B. advantage C. investment D. experiment 23. A. critical B. curious C. realistic D. optimistic 24. A. famous B. useful C. available D. dismissed 25. A. matters B. happens C. follows D. changes 26. A. depending on B. looking after C. turning to D. competing with 27. A. limited B. fixed C. endless D. actual 28. A. unwillingly B. softly C. sadly D. daily 29. A. relationship B. demonstration C. solution D. consequence 30. A. performance B. position C. balance D. efficiency 31. A. because of B. in spite of C. by means of D. in case of 32. A. sank B. hurt C. moved D. crossed 33. A. final B. intense C. open D. adequate 34. A. agreement B. distance C. difference D. mobility 35. A. technical B. cultural C. academic D. vocational Section B Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read. （A） Almost half a million young oak (橡树) trees have been saved after The Times revealed they were due to be destroyed because of delays in government help to create more woodland. A tree nursery said in March that it had been unable to find buyers for the one and two-year-old seedlings of England's national tree. Maelor Forest Nurseries near Wrexham spent two years looking after 500,000 seedlings, expecting a great increase in demand after government promises to increase tree planting. Demand failed to materialize and the company said it planned to destroy the trees, partly blaming difficulties land owners faced in obtaining subsidies to fund the work. After The Times reported on the plan, dozens of charities, community groups and individuals all over the country got in touch with Maelor to ask if they could help. "The nursery discounted the price per tree from 35-40 pence to 20 pence and sold nearly all of the 500,000 it had been planning to destroy. Thanks largely to the article in The Times only a small percentage had to be destroyed," said Mike Harvey, Maelor's managing director. "We are delighted that these oak saplings (幼树) have found good homes. We were frustrated at the prospect of having to destroy plants which we had spent two years growing only to find they were being left without a future for reasons beyond our control." Mr Harvey said the largest order, for 30,000 oaks, had come from Extinction Rebellion Rewilding, an offshoot of the climate change campaign group. It launched a campaign called Save the Oaks which raised £10,000 through a crowdfunding appeal to purchase and plant trees that had been due to be destroyed. Jethro Gauld, one of the organisers of the planting in Cambridgeshire, said: "We wanted to do something to prevent such a massive waste of saplings and help create a good news story to benefit local people and wildlife. Natasha Somers, a volunteer for Save the Oaks, said: "The support we've seen shows how a community can come together in difficult times. 1t's clear that people want to act for a better future, one where humanity and nature are connected." 36. The word "subsidies" is closest in meaning to "________". A. equipment B. technical support C. confidence D. financial aid 37. What had Maelor Forest Nurseries planned to do before The Times reported on their plan? A. To reduce the price of the seedlings. B. To ruin the trees it had taken care of. C. To wait for government help to arrive. D. To count the number of oak trees in Britain. 38. What happened to the 500,000 saplings at last? A. Most of them were sold out. B. Most of them were thrown away. C. They were replanted to Cambridgeshire. D. They were donated to a campaign group. 39. What is the passage mainly about? A. A prospective approach to planting. B. A nationwide effort to save oak trees. C. A tree nursery devoted to preserving endangered trees. D. A species of trees that are threated with extinction. （B） Most people regard multitasking as a desirable skill: doing several tasks at the same time seems efficient. However, psychological researches have proved that heavy multitasking does not improve productivity; on the contrary, it lowers people’s work efficiency. Human brains are not designed for true multitasking. What we usually call multitasking is actually taskswitching: the brain rapidly jumps back and forth between different assignments. Every time you shift your attention from one task to another, your brain has to spend extra mental energy to refocus. This frequent shifting creates mental fatigue. People who habitually multitask are more likely to make mistakes and take longer time to finish their work. Some people believe they are gifted multitaskers and can handle multiple jobs perfectly. But controlled experiments show that heavy multitaskers perform worse than average people even on single tasks. They are more easily distracted by irrelevant information. Their ability to filter useless information is weakened. This does not mean people should never handle more than one thing. Light multitaskingsuch as listening to light music while doing houseworkis acceptable, since one task requires very little mental resources. But for complex, highcognitiveload work like studying, writing or data analysis, people should focus on one single task at a time. The concept of deep work comes from these findings. Deep work means focusing fully on one complex task for a long uninterrupted period. It requires people to cut off distractions like social media notifications. Deep work can greatly improve quality and efficiency of highlevel mental work. 40. According to the passage, what is real multitasking for human brains? A. Finishing multiple tasks at the same time. B. Quickly jumping from one task to another. C. Doing physical and mental work together. D. Separating big tasks into several small ones. 41. What will happen to frequent heavy multitaskers? A. They can finish complex tasks in shorter time. B. They become better at sorting out useful information. C. They tend to get distracted easily and make more errors. D. They can greatly improve their general intelligence. 42. Which of the following belongs to deepwork activity? A. Chatting online while doing homework. B. Listening to pop songs while tidying rooms. C. Writing an essay without any message popups. D. Watching videos while reading news articles. （C） Draw a line across a page, and write on it what you had for dinner yesterday and what you plan to eat tomorrow. If you come from pretty much any European country, you no doubt wrote last night's meal to the left of tomorrow night's because we construct mental timelines to represent and reason about time, and most people in the West think of the past as on the left, and the future as on the right. Arnaud Saj at the University of Geneva and his colleagues wondered whether the ability to create a mental timeline is a necessary part of reasoning about events in time. They found seven Europeans with left hemisphere neglect, which means they have damage to parts of the right side of their brain, limiting their ability to detect, identify and interact with objects in the lefthand side of space. They may eat from only the right side of a plate or shave just the right side of their face. The team also found seven volunteers who had damage to the right side of their brain but didn't have hemispatial neglect, and seven people with undamaged brains. All the volunteers took part in memory tests. First they learned about a fictional man called David. They were shown pictures of what David liked to eat 10 years ago, and what he might like to eat in 10 years' time. Participants were then shown drawings of 10 of David's favourite foods, plus four food items they hadn't seen before. Participants had to say whether it was a food that David liked in the past or might like in the future. The tests were repeated with items in David's apartment. People with hemispatial neglect could remember just as many items as the other two groups of volunteers. However, of these items, significantly fewer were from David's past than his future. They were also more likely to make mistakes about items when they were from the past. In other words, people with hemispatial neglect have trouble imagining the left side of their timeline, and consequently assign past events to the future. It would be interesting to see whether people with neglect of the right space have trouble with events that are supposed to happen in the future, says a researcher, but these kinds of symptoms are rare since the brain areas that represent space are predominantly in the right side. Together these results suggest that the ability to represent space in the mind's eye is vital to our ability to remember and reason about events that occur along that timeline. "It gives us an understanding of the representation of time in humans," says Saj. His team will now investigate how people with spatial neglect represent their own understanding of space and time. "They get bored less than others in hospital because the time seems to pass more quickly to them," he says. Raj's team will test whether these people experience a compression of "personal time". 43. People with left hemisphere neglect are most likely to A. use their left hands more often than right hands B. start reading from the right side of the page C. ignore numbers on the left side of a clock D. shave just the left side of the face 44. What does Arnaud Saj imply about people with right hemisphere neglect? A. Their understanding of time is different from others. B. They are likely to assign the future events to the past. C. They have little trouble reasoning about events in time. D. Their ability to represent space has been greatly affected. 45. The word "compression" (in the last paragraph) is closest in meaning to A. saving B. dividing C. forgetting D. shortening 46. What can be concluded from the passage? A. Past may well be very vague if your right side of the brain is faulty. B. Right hemisphere neglect is a rare condition among people from the West. C. The brain areas that help understand space and time are close to each other. D. The ability to remember time has something to do with where you are from. Section C Directions: Complete the following passage by using the sentences given below. Each sentence can be used only once. Note that there are two more sentences than you need. A. There will be other ripple effects, too. B. That will be good news for some gym goers because many will soon suffer a second round of regret. C. However, the club's luxurious changing rooms and bars relieve some of the pain. D. Health clubs of all shapes and sizes stand ready to respond. E. Spending on fashion items also increases around the time of joining a gym. F. At the other are budget gyms, which have accounted for the big part of gym growth in recent years. Gyms that profit most from the January rush Every year, like clockwork, many people go through the same routine. On December 26th and January 1st, as the fog of cheese, chocolate oranges and champagne lifts, regret creeps in. Online searches for "get fit" and "lose weight" increase. 47          "Intent typically takes seven to 14 days to turn into reality," notes Humphrey Cobbold, chief executive of Pure Gym, Britain's largest gym chain. So this week will be one of the busiest for the gym industry globally. Many gym recruits (新成员) will have their new sportswear on for high-intensity interval training. In the basement of Another Space, a club near London's Leicester Square, music pumps and lights flash as a trainer shouts instructions to a group of mostly young women. They are pushed through bursts of burpees, handclap push-ups and various kicks and punches at boxing bags. The training is murderous. 48         Such high-end gyms can charge up to eight times as much as low-cost ones, based on two visits a week over a year. They are at one end of a fitness market. 49         America's market leader, Planet Fitness, promises "the best value on the planet", and has over 10 million members; its shares rose in 2017. One in seven people in Britain is a gym member, and 35% of private memberships are low-cost, up from 14% in 2013, according to Leisure DB, a data firm. Mid-range clubs, meanwhile, have fared less well. Virgin Active recently sold its less luxurious facilities in Britain to avoid being squished in the middle. Pure Gym expects soon to reach 1 million members. Part of its appeal is that, unlike traditional gyms, members are not bound by a long contract. "We have taken a £500 decision and turned it into a £20 decision," says Mr Cobbold. 50          Most new joiners do not plan to spend much money. But gyms prosper on non-attendance. According to IHRSA, an industry body based in Boston, fewer than half of gym members in America hit the treadmill (跑步机) at least twice a week---until the exercise cycle begins anew the following January. III. Summary Writing Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible. The Role of the Modern Zoo Initially seen purely as centres of entertainment, zoos were often heavily criticised in society for keeping animals captive. Nowadays, however, zoos have a lot more to offer than perhaps some people realise. Good zoos have changed their focus and are now responding to environmental problems, such as the decline in wildlife and loss of their living space. Indeed, scientists believe that a third of all animal and plant species on Earth risk extinction within this century. The modern zoo, therefore, has developed dramatically as a major force in conserving biodiversity, that is, the large variety of animal species worldwide. Zoos linked with the Association of Zoos and Aquariums participate in Species Survival Plan Programmes, which involve captive breeding, reintroduction programmes and public education to ensure the survival of many of the planet's threatened and endangered species. Captive breeding is the process of breeding animals outside their natural environment in restricted conditions such as farms, zoos or other closed areas. It is a method used to increase the populations of endangered species, in order to prevent extinction. One of the main challenges facing captive breeding programmes, however,is maintaining genetic diversity. Zoo staff are fully trained in this area, and manage the programmes carefully to ensure genetic variation. Another way in which zoos protect endangered species is through reintroduction programmes. These programmes release animals that have been in the zoo back into their natural living spaces. Finally, and perhaps most significantly, many zoos now concentrate on educating the public, particularly the younger generation. These zoos educate millions of visitors each year about endangered species and related conservation issues. Visiting the zoo not only raises money for conserving projects, but also reminds individuals about environmental issues. IV. Translation Directions: Translate the following sentences into English, using the words given in the brackets. 52. 你多久给你的手机充一次电？(charge) 53. 三天后，我们找到了这起车祸唯一的目击证人。(take) 54. 重要的不是教会学生一些技能，而是让他们具备应对变化的能力。(not...but...) 55. 每一位受访者都对这部动画片的细节如数家珍，可见其影响力。(which) V. Guided Writing Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese. 56. 假设你是明启中学高三学生李明，最近在一份英语报纸上读到一篇关于网络时代人际交往的文章，文章作者认为社交网站虽然拓宽了人们的交友网络，但也使得人和人之间的交流不够深入。写一封邮件给该报纸的"读者来信"专栏，表达你对这一观点的看法，内容须包括: 你是否赞同作者的这一观点； 你的理由。 第 1 页 / 共 1 页 学科网（北京）股份有限公司 $ 复旦大学附属中学2024学年第二学期 高二年级英语学科4月第二次阶段性教学质量评估试卷　答案 I. Grammar and Vocabulary Section A 1. would go 2. which 3. called 4. to protect 5. their/like 6. spent 7. While 8. by/through 9. how 10. completing Section B 11. B 12. F 13. K 14. D 15. G 16. I 17. A 18. C 19. J 20. E II. Reading Comprehension Section A 21. D 22. C 23. A 24. D 25. A 26. D 27. A 28. C 29. D 30. B 31. A 32. B 33. B 34. C 35. C Section B 36. D 37. B 38. A 39. B 40. B 41. C 42. C 43. C 44. B 45. D 46. A Section C 47. D 48. C 49. F 50. B III. Summary Writing 51. Now zoos play more roles than just conserving wildlife. First, thanks to fully trained staff, they use captive breeding, keeping animals outside their natural living space, to protect endangered animals and keep the variety of wildlife. Secondly, they help animals back to their natural environment through reintroduction programmes. Lastly, they also help educate people about animals and the environment. IV. Translation 52. How often do you charge your mobile phone? 53. It took us three days to find the only witness to this car accident. 54. What matters is not to teach students some specific skills but to equip them with the ability to deal with changes. 55. Every interviewee was very familiar with the details of the cartoon, which showed its great influence. V. Guided Writing 56. Dear Editor, I am writing in response to your recent article regarding interpersonal communication in the digital age. While I acknowledge the author's concerns, I partially agree with this viewpoint, believing that social networking sites are a double-edged sword. On the one hand, I concur that online communication often lacks depth and intimacy. The convenience of digital platforms sometimes leads to superficial interactions, where emojis replace genuine emotional exchanges. Constant digital connectivity might paradoxically create a sense of emotional detachment among individuals. On the other hand, we cannot overlook the immense benefits social media has brought. It effectively demolishes geographical boundaries, enabling us to maintain long-distance relationships effortlessly. Moreover, these platforms allow individuals with niche interests to find like-minded communities, which might be difficult in offline life. In essence, the key lies not in vilifying technology, but in how we utilize it. We should strive for a healthy equilibrium, using social media to broaden our horizons while reserving ample time for meaningful, face-to-face interactions. Yours sincerely, Li Ming 第 1 页 / 共 1 页 学科网（北京）股份有限公司 $