北京市朝阳区高三年级高考练习一
英 语 2020.4
（考试时间 100 分钟 满分 120 分)
本试卷共11页。考生务必将答案答在答题卡上，在试卷上作答无效。
第一部分：知识运用（共两节，45 分）
第一节语法填空（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。
A
With our graduation day around the corner, I was busy preparing presents for my friends. As usual, I walked into the classroom, only 1 (find) a big box standing there.
Approaching, I saw my name 2 (write) on it. I was quite shocked when the box 3 (open) and I saw “myself”, a vivid statue, sitting inside smiling up at me. I was at a complete loss for words. It was the most unique, unconventional present in my life.
B
Analysis finds Earth’s magnetic(有磁性的) field was in place by at least 3.7 billion years ago, as early life arose.
Scientists think that having a magnetic field 4 (make) Earth more friendly to life. The field, 5 is generated by liquid iron moving about in the planet’s core, protects Earth 6 energetic particles(粒子) flowing from the Sun. It helps the planet hold on to its atmosphere and maintain liquid water on its surface.
C
Do you have a mentor(导师) helping you make decisions in your life? If you do, then you are a very lucky person. 7 if not, then read the book Tuesdays with Morrie.
It tells the true story of the author, Mitch Albom, and his dying former professor, Morrie Schwartz. 8 you read this book, you will learn some very meaningful lessons from a professor dying from Lou Gehrig’s disease. When Mitch visits Morrie every Tuesday, the 78-year-old professor shares words of 9 (wise) about love, life, communication, values, and openness with his former student. As a beautiful tale 10 (deliver) many powerful lessons about life, this book should be high on everyone’s reading list.
第二节 完形填空（共 20 小题；每小题 1.5 分，共 30 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
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答题卡上将该项涂黑。
Gidda’s Team
The door closed behind Malik, making Mama look up from the hot meal. “Just in time for dinner. Will you 11 Gidda, please?”
Gidda was staying in Malik’s bedroom. He didn’t 12 giving up his room for his 82-year-old grandmother at first. But then she didn’t leave. Malik 13 over her suitcase on the floor. “Sorry,” Gidda said. “I’m just a nuisance(讨厌的人) here. I’m 14 .” Malik didn’t answer as he helped her up from her chair.
At dinner, Mama asked Malik, “How’s your 15 with the coach?”
Malik was captain of school soccer team, and he had to discuss a fundraiser with the coach. They’d have to raise hundreds of dollars to 16 their old shirts, and that seemed unlikely unless Malik came up with a(n) 17 plan. Unwillingly, Malik said, “It’s just team stuff.” Changing the 18 , Malik turned to Gidda. “Do you want to go sit outside after dinner?”
Gidda agreed. In the soft warmth of the evening, Gidda settled herself beneath the enormous fig(无花果) tree. “Feels like home,” she said. But Malik 19 , “It drops figs everywhere.” Right then, a fig landed on his head. Gidda laughed, picked it up, and took a 20 . “Perfect. Pick me a bunch. I’ll make fig cakes.”
The next morning, Malik found Gidda making fig cakes in the kitchen. She offered him one. Malik, hoping it wasn’t too awful, put it in his mouth. His eyes 21 as he chewed. It was delicious. He eyed the tree in the backyard. How many fig cakes could it 22 ? Malik grabbed his phone and started 23 in a rush of excitement. An hour later, most of the soccer team gathered in the kitchen, and ate up fig cakes.
“Gidda’s Fabulous(极好的) Fig Cakes!” Malik said. “We’ll 24 them! Gidda said they were easy to make; she’ll 25 us how.”
At dinner that night, Gidda shared their plan with Mama, smiling 26 as she repeated the title Malik gave on her, “Team Grandmother.”
The next day, the kitchen was full of 27 . Walking slowly among the excited boys, Gidda taught them to make fig cakes. Soon the fig cakes piled up.
As Malik 28 , Gidda’s Fabulous Fig Cakes were a huge hit and they were quickly sold out.
29 arrived just in time for the opening game, Coach Garcia invited When the new Gidda to watch. She arrived early, and waved at Malik. Then she turned 30 to show off her shirt. On the back were the words Team Grandmother. 11．A．watch 12．A．allow 13．A．looked
B．fetch B．enjoy B．handed
C．visit C．consider C．tripped
D．serve D．mind D．turned
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14．A．useless 15．A．training 16．A．buy 17．A．brilliant 18．A．plan 19．A．repeated 20．A．picture 21．A．widened 22．A．produce 23．A．running 24．A．present 25．A．prepare 26．A．proudly 27．A．tension 28．A．promised 29．A．socks 30．A．back
B．unlucky B．appointment B．replace B．random B．attitude B．reported B．test B．moved B．donate B．texting B．send B．show B．politely B．hope B．predicted B．boots B．away
C．scared C．negotiation C．iron C．original C．subject C．explained C．bite C．focused C．deliver C．shouting C．sell C．choose C．shyly C．praise C．announced C．uniforms C．down
D．nervous D．meeting D．abandon D．personal D．way D．complained D．break D．opened D．exchange D．thinking D．reserve D．write D．bitterly D．energy D．identified D．gloves D．around
第二部分：阅读理解（共两节，40 分）
第一节（共 15 小题；每小题 2 分，共 30 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
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
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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.
31. 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. 32. What is the best choice for children with some experience? A. Lessons for groups of ten. C. Lessons for small groups of three. 33. The passage is intended for _. A. teachers B. parents
C. musicians
B
Nenad Sestan was working in his office one afternoon in 2016, when he heard his lab members whispering with excitement over a microscope. He realized something beyond their expectations was happening.
D. pupils
B. Individual lessons.
D. Special “Musical Youth” classes.
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The researchers, at Yale School of Medicine in New Haven, Connecticut, had found electrical activity in brains taken from dead pigs. With that shocking result, Sestan realized what had started as a side project to find ways to better preserve brain tissue for research had changed into a discovery that could redefine our understanding of life and death.
The excitement soon turned to concern, when the researchers thought they saw widespread, consistent electrical activity which can indicate consciousness( 意识 ). Sestan brought in a neurologist, who determined the readout was actually an error, but the possibility had frightened them. Sestan kept his cool and immediately did two things: he shut down the experiment and contacted the US National Institutes of Health (NIH), as well as a Yale bioethicist(生物伦理学家). Over the next few months, experts discussed the potential ethical implications, such as whether the brains could become conscious and whether physicians needed to reconsider the definition of brain death. They submitted the work to Nature. But before the final paper was published, Sestan met sharp criticism from the press. Some even suggested that the researchers were engineering immortality(永生), or maintaining a room full of living brains in jars. Neither he nor his team wanted to discuss the results until the paper was out, but as their inboxes filled with concerns and anger from animal rights activists and futurists, Sestan became depressed. He felt all they could do, however, was to hold off on correcting public misunderstandings until the expert review process had run its course. Since the paper was published in April, 2019, the team has been so busy fielding questions from the media and scientists that it hasn’t performed any further experiments. Sestan wants to focus on his original questions and explore how long the brains can be maintained and whether the technology can preserve other organs.
“We want to get outside opinion before we do anything,” Sestan says. “When you explore uncharted territory, you have to be extremely thoughtful.” 34. What happened in the lab at Yale School of Medicine in 2016? A. A better method was found to maintain brain tissue. B. Researchers discovered how to redefine brain death. C. Brains from dead pigs were accidentally discovered alive. D. Researchers arrived at the expected results of the experiment. 35. Why did Nenad Sestan stop the experiment? A. He needed assistance with the final paper. B. He spotted a major mistake in the final result. C. He was frightened by the possibility of failure. D. He was concerned about the related moral issues.
36. What was people’s reaction towards Nenad Sestan’s experiment? A. The press were strongly opposed to the experiment. B. Some people supported the research on immortality.
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北京市朝阳区2020年高三学业水平等级性考试练习一英语试题及答案
