上海复旦大学附属中学2023-2024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

复旦大学附属中学2023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. taking 2. rejects 3. was launched 4. until 5. found 6. What 7. to break 8. one 9. whom 10. for Section B 11. G 12. E 13. B 14. C 15. K 16. H 17. F 18. I 19. J 20. A II. Reading Comprehension Section A 21. A 22. B 23. C 24. D 25. A 26. B 27. C 28. C 29. A 30. B 31. C 32. B 33. A 34. B 35. A Section B 36. B 37. A 38. D 39. C 40. B 41. C 42. C 43. D 44. A 45. B 46. A Section C 47. C 48. B 49. F 50. D III. Summary Writing 51. To some, soybeans are crucial to fight against world hunger because they survive well in poor quality soil, fertilize it, contain high protein and can be used for different purposes. Their oil and protein are used in foods or other products while whole beans are mostly made into foods. More uses of soybeans are sure to be found. IV. Translation 52. This fitness center is seen as a plus for the community. 53. It’s hard to imagine that this well-known restaurant is located in the deep mountains. 54. The tourists who go straight from the capital to the beach by plane are sure to miss the beautiful scenery in this valley. 55. The students noted, for the first time, how often other people pulled out their phones in the middle of a face-to-face conversation. V. Guided Writing 56. Dear Teaching Affairs Office, I am writing to provide my suggestions for the proposed "Cooking" course that our school plans to offer. As a senior student at Mingqi High School, I believe that the course can be designed to include the following aspects. Firstly, the course should teach fundamental cooking skills such as cutting, seasoning, frying, and boiling. These skills are the foundation of cooking and are essential for making simple, delicious meals. Students should also learn about kitchen safety, hygiene, and basic nutrition. Secondly, the course should include lessons on different cuisines from around the world. This would give students a broader understanding of global cultures and traditions, as well as a chance to learn new recipes and techniques. For example, students could study Chinese, Indian, Italian, and Mexican cuisine and learn to cook traditional dishes from each culture. Lastly, the course should emphasize the importance of sustainability and responsible food consumption. Students should learn about food waste, eco-friendly cooking practices, and how to make use of leftover ingredients. In my opinion, these aspects of the course are important for several reasons. Firstly, they provide students with practical skills that they can use in their daily lives. Cooking is a basic life skill that everyone should have, and the course can help students become more self-sufficient in the kitchen. Secondly, learning about different cuisines and cultures can broaden students' horizons and foster a sense of curiosity and empathy. This can help them become more open-minded and tolerant individuals. Lastly, by emphasizing sustainability and responsible food consumption, the course can raise students' awareness of important global issues and inspire them to take action in their own lives. Thank you for considering my suggestions. I believe that the "Cooking" course has the potential to be a valuable addition to our school curriculum and I look forward to hearing more about your decisions regarding this course. Sincerely, Li Ming 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2023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. At the distant edge of the playground outside Mountain Oak Charter School, a nine- or ten-year-old boy is excavating a pit. Several other kids are gathered close by, 1          (take) turns with the shovel (铁锹). Mountain Oak is an institution providing a curriculum based on Waldorf, an innovative approach that promotes discovering the outdoors and 2          (reject) technological devices in classes and even at residences. Waldorf private schools have been around for 100 years, and the first 3          (launch) by educator Rudolf Steiner in Germany. However, they have seen a surge in America. Besides avoiding tech, these institutions often postpone structured reading education—say, 4          the students are 7—and testing, and reserve kindergarten entirely for imaginative play, especially with blocks and natural materials such as leaves and other things 5          (find) outdoors. 6          students at all levels receive is extensive instruction in music and art. They also do physical exercises in the classroom 7          (break) up their lessons. However, this approach is no longer restricted to private schooling. Recently, schools modeled after Waldorf have started emerging—nearly 50 of them—mainly in the western region.  Mountain Oak is 8          of the older ones, established in 1999. It serves about 150 students in grades pre-K through 8, about half of 9          receive a free or reduced-price lunch. Mountain Oak students perform at the state average on tests, but the school has been given an A grade by Arizona's state education department 10          the academic improvement its students experience compared with their peers with similar backgrounds at public schools. 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. confusing B. consumer C. contents D. curiosity E. disquiet F. eliminate G. preferred H. prevent I. principle J. standardise K. subject Tesco promises to ban brands that use excessive (过度的) plastic packaging Tesco has promised to step up its efforts in the battle against single-use plastic with measures that include banning brands using excessive packaging. Dave Lewis, Tesco's chief executive, said the company will "reserve the right not to list" products with too much non-recyclable packaging from next year onwards. Tesco gave suppliers a list of 11          materials in May 2018. It is now planning to turn up the pressure because of the growing public 12          about plastic packaging. "We can't overlook the fact that for too long, packaging on 13          goods has been excessive," Lewis wrote. "We have all opened a bag of crisps and wondered why the packaging is twice the size of the 14         ." Tesco has been the 15          of criticism over its packaging in the past, but any improvements could have major implications for Britain's plastic waste. Lewis said giving up the plastic used to package tins in multipacks would save 490 tonnes of plastic a year, and it could 16          the sale of more than 50 million plastic beer can binders. Other supermarkets have tried out processes that could reduce packaging. Morrisons and Waitrose have tested refill stations to allow customers to buy packaging-free goods, including pasta, wine and cleaning materials. Iceland last year promised to 17          plastics from its own-brand products within five years. Supermarkets and food companies in the UK have been required to take action by government plans to introduce the "polluter pays" 18          in its approach to waste. New rules, currently under consultation, could force private companies, including supermarkets, to pay as much as £1 billion a year more towards the UK's recycling infrastructure (基础建设)—up from about £70m now. Lewis called for the government to take a national approach to recycling in order to 19          processes. Households face 20          variation in the quality of recycling services, which can result in products being sent to landfill that would be recycled under a different local authority. 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. The modern zoo has travelled a long way from the days of simple cages. Today's zoos aim to do far more than just show exotic animals to visitors. They play a key role in wildlife conservation, education and research. But they still face many 21         . One big debate is whether zoos are good for animals. Critics say that no matter how well-designed enclosures are, they cannot 22          the wild. Even large enclosures limit animals' natural behaviours. Some animals in zoos show signs of stress, such as repeated, meaningless movements. On the other hand, zoo supporters 23          that many species are dying out in the wild. For these animals, zoos offer safe places where they can breed. Many zoo-bred animals have been 24          back into their natural habitats. Education is another major goal. Zoos give city-dwelling people a chance to 25          with wildlife they would never otherwise see. Children can learn about animal behaviour and conservation. Studies show that many visitors leave zoos with greater 26          of environmental problems. However, critics argue that people can learn about animals from documentaries and books without keeping them in 27         . Scientific research carried out in zoos also brings great 28         . Scientists can study animal health, reproduction and behaviour in controlled conditions. This knowledge helps to 29          wild populations. But research in zoos is limited. It cannot fully copy the complex 30          of the natural world. Money is another 31         . Building and maintaining modern natural-looking enclosures costs huge sums. Zoos rely on ticket sales and donations. During economic downturns, some zoos struggle to survive. To meet these challenges, zoos have to make 32         . They must balance the needs of animals with the interests of visitors. Some species are 33          and need special protection. But zoos also need to attract visitors to stay open. Finding the right 34          between conservation and entertainment is not easy. However, most zookeepers refuse to 35          their high standards. They believe that with careful planning, zoos can continue to play a valuable role in protecting wildlife. 21. A. debates B. victories C. donations D. attractions 22. A. dominate B. replace C. resemble D. restrict 23. A. deny B. pretend C. argue D. doubt 24. A. transported B. tracked C. brought D. released 25. A. connect B. compete C. agree D. cooperate 26. A. fear B. awareness C. doubt D. shame 27. A. danger B. peace C. captivity D. adventure 28. A. profits B. troubles C. benefits D. risks 29. A. protect B. threaten C. observe D. hunt 30. A. feelings B. conditions C. rules D. disasters 31. A. pleasure B. puzzle C. barrier D. reward 32. A. predictions B. adjustments C. apologies D. comparisons 33. A. rare B. domestic C. tame D. fierce 34. A. conflict B. balance C. contrast D. gap 35. A. give up B. insist on C. carry out D. put off 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） The bell rang. Jada sighed, slowly moved from the lockers where she had been leaning, and headed down the hall to her chemistry class. Honors Chemistry! Jada couldn't believe that her mom was making her take the class because Jada's counselor had said that she had real talent in science. Jada had to admit that she liked science and that last year's class was a breeze, but come on, Honors Chemistry? She wouldn't know anyone in the class, and they probably wouldn't know anyone like her. The good thing about being late is that it shortened the period a bit. The bad thing is that it made her seem like she was making a grand entrance. To make matters worse, the only two seats left in class were at the lab table at the very front of the room. Jada held her breath and walked in. Everyone's eyes were on her. She just knew it. They were staring at her coal black hair (freshly dyed), her black lipstick, her black fingernail polish, and her thrift-store black leather jacket. All she saw were polo shirts and khaki pants. This can't get any worse, Jada thought. But at least she didn't get shouted at by the teacher. He was too busy talking to a new kid. A HUGE new kid, maybe 6'4". He had to weigh at least 250 pounds. A football player, probably. She hated football players. They thought they were so great. That group of jocks that hung out by the cafeteria always made fun of her. The new kid made his way over to her table with his head down. He had to squeeze into the seat, and his legs wouldn't fit under the lab table. He shot Jada a glance and turned red. Mr. Martin, the teacher, began class with this announcement: "Okay, everyone. I know most of you know each other from last year's Honors Physical Science class." Jada sighed loudly. "But just take a minute and introduce yourself to the person sitting at your table. You'll be partners. You'll be working closely together all year." Jada rolled her eyes and stared straight ahead. Then she heard a surprisingly soft voice from next to her. "Hi, I'm Robert. I'm new here..." 36. What can be learned about Jada from the first two paragraphs? A. She thought this year's chemistry class would be a breeze. B. She wasn't willing to take the Honors Chemistry class. C. She was angry that her mother made her go to school. D. She found she didn't like science as she thought. 37. The writer described Jada's appearance in paragraph 2 in order to A. reveal how different she was from her classmates B. explain why she was late for school that morning C. give readers a general impression of science students D. imply that she felt sorry for making a grand entrance 38. In paragraph 3, the phrase "that group of jocks" refers to_ A. the new kid B. Jada's classmates C. Jada's teacher D. football players 39. According to the passage, which of the following statements is true of the new kid? A. He was rude. B. He liked sports. C. He was shy. D. He looked sad. （B） Most people regard multitasking as a desirable skill: doing several tasks at the same time seems efficient. However, psychological research has 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 task-switching: 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 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 multitasking, such as listening to light music while doing housework, is acceptable, since one task requires very few mental resources. But for complex, high-cognitive-load 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 high-level 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 deep work 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） Learning Morse code, with its tappity-tap rhythms of dots and dashes, could take far less effort—and attention—than one might think. The trick is a wearable computer that engages the sensory powers of touch, according to a recent pilot study. Ph.D. student Caitlyn Seim and computer science professor Thad Starner of the Georgia Institute of Technology study haptics (触觉感知). Last September at the 20th International Symposium on Wearable Computers in Heidelberg, Germany, they announced that they had programmed Google Glass to passively teach its wearers Morse code—with some signs of success. For the study, 12 participants wore the smart glasses while playing an online game on a PC. During multiple hour-long sessions (实验的场次), half the players heard Google Glass's built-in speaker repeatedly spelling out words and felt taps behind the right ear for the dots and dashes corresponding to each letter. The other six participants heard only the audio, without the corresponding vibrations (震动). After each run of game playing, all the players were asked to tap out letters in Morse code using a finger on the touch pad of the smart glasses; for example, if they tapped "dot-dot," an "i" would pop up on the visual display. The brief testing essentially encouraged them to try to learn the code. After four one-hour sessions, the group that had received tactile cues could tap a pangram (a sentence using the entire alphabet) with 94 percent accuracy. The audio-only group eventually achieved 47 percent accuracy, learning solely from their trial-and-error inputs. The work shows that "it is possible to teach a system of typing without the user paying much attention to it," Starner says. Passive haptic learning could help users quickly master new text-entry methods for accessory keyboards or an eyes-free, Morse code-like system of taps on a smart watch, he adds, noting:"That might really change how people use mobile and wearable devices." The results agree with other effects of passive haptic learning that the researchers have found in past studies, Seim says. For example, the group has developed computing gloves that deliver vibrations to the fingers to teach the "muscle memories" for playing a piano song or typing Braille. Although it was small scale, the experiment demonstrates how wearable computers could permit users to "go about your daily business—and while you do that, you can get information to actually learn things," says Paul Lukowicz of the German Research Center for Artificial Intelligence, who was not involved in the study. Now if only listening to Spanish in your sleep could impart fluency. 43. What can be learned about the participants of Caitlyn Seim and Thad Starner's study? A. None of them knew beforehand what they would do. B. Some of them had already learned Morse Code. C. All of them were experienced PC game players. D. Half of them could only hear words spelt out. 44. The "tactile cues" (in paragraph 3) refer to "________". A. the taps that the players felt B. the testing that the players had C. the letters that the players knew D. the glasses that the player wore 45. What can be inferred from Caitlyn Seim and Thad Starner’s study? A. A new system of typing is on the way. B. People can learn some manual skills subconsciously. C. It is possible for Morse Code to serve as a learning tool. D. Vibrations do nothing to help maintain muscle memories. 46. According to Starner, in what way is their study important? A. It may offer an innovative way to use wearable devices. B. It may draw people's attention to alternative learning materials. C. It may inspire researchers to care more about the sense of touch. D. It may advance the technology of mobile devices to a new stage. 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. 'The Cube has his own voice' A. But the content of the Cube is so wide that it can be a symbol of logical thinking, a way of life. B. Eventually he came up with a six-sided structure with nine interlocking cubes on each side. C. His moment of inspiration came in the spring of 1974. D. I am forced to admit that I haven't solved it yet. E. Rubik was born towards the end of the Second World War to an aircraft engineer father and a poet mother. F. The following year he was offered the chance to take his invention to a toy fair in New York. I arrive at the Szepilona Bisztro, on a leafy road on the "Buda" side of Budapest, holding a Rubik's Cube and searching for the man who had created it almost 50 years ago. I feel unworthy to have lunch with Erno Rubik, not the least reason of which is because the Cube I am holding has never been solved. Rubik arrives punctually. He's been coming to this restaurant since the late 1960s, when he was a graduate student, before he had invented one of the world's most successful puzzles—a cube with 43 quintillion combinations, only one of which is correct. 47          At that time, Rubik was living in his family's apartment on a grand avenue on the "Pest" side of the city. He was a professor of architecture, but his room was "like a child's pocket, full of marbles and treasures". In an attempt to help students understand three-dimensional problems, he tried to build a set of cubes that stayed together but could also move independently. 48          He painted each side a different colour. But after he had twisted it, he realised that he could not easily return it to its original state. "It was a more difficult task to find a system to solve it than it had been to create the thing itself," he says. In the end, it took him a month. And solving it gave him a "happy feeling of freedom", he said at the time. The Rubik's Cube was born, and to date more than 450 million have been sold, the craze reaching its peak in the early 1980s. Rubik was 29 when he "discovered" the Cube in 1974. By 1979, Rubik had sold 300,000. 49          From there, it spread across the world, with some 100 million Rubik's Cubes being sold in only three years. "I can't imagine there being a higher type for it than there had been in the 80s," he says. He motions to my Cube. 50          Rubik comforts me with a Japanese slogan from the 1980s, coined for a game: "a minute to learn and a lifetime to master". 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 Useful Bean Do you know what the common factor in bee food, vinyl plastic, and tofu is? It is the soybean. Some part of the soybean is used in these products as well as many other edible (可以食用的) and nonedible products. The soybean is also considered to be one of the multipurpose and hardy plants. It can grow in low-quality soil. Throughout the life of the plant, a release of nutrients throughout plant roots makes soil more fertile. Soybeans are also very high in protein. With its hardiness, soil benefits, high-protein content, and various uses, some people believe the soybean will become the greatest weapon against world hunger. There are three standard products taken from the soybean plant—oil, protein, and whole soybeans. Oil is used for edible purposes such as cooking oil and salad dressing. Industries make nonedible use of soybean oil by adding it to antistatic sprays, printer ink, and shampoo. One significant nonedible use of soybean oil is the making of vinyl plastics. Vinyl is used to make everything from credit cards and garden hoses to computer parts. Protein from the soybean is also used in edible and nonedible products. Edible uses for the protein include baby foods and hypoallergenic milk. Even animals benefit: bee food and fish food contain protein from the soybean. Some industries use the protein for nonedible purposes such as cosmetics, adhesives, yarn, and water-based paints. Items made using whole soybeans are the most commonly recognized products of the soybean plant. Whole soybeans are used to make food for people and animals. Grocery stores carry a variety of foods made with whole soybeans. Some of these items are pancake flour, coffee, soymilk, soy sauce and tofu. As the versatility (多用途) and hardiness of this bean gain popularity, more uses of soybean products will certainly be discovered. IV. Translation Directions: Translate the following sentences into English, using the words given in the brackets. 52. 这家健身中心被誉为这个社区的加分项。(see) 53. 很难想象这家声名远播的饭店竟然坐落在深山里。(locate) 54. 从首都直接乘飞机到海滩的游客一定会错过这个山谷的美丽景色。(sure) 55. 这些学生首次注意到其他人在面对面交流过程中拿出手机这个动作有多频繁。(note) 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，你校计划开设 "烹饪" 课程，学校教导处为此听取全校学生关于该课程具体内容的意见。写一封邮件给教导处。内容须包括: 你建议该课程需要教授的内容; 你的理由。 第 1 页 / 共 1 页 学科网（北京）股份有限公司 $