浙江省宁波市三锋教研联盟2022-2023学年高二下学期期中联考英语试题+Word版含答案(1)

2022 学年第二学期宁波三锋教研联盟期中联考 高二年级英语学科试题 考生须知： 1.本卷共10 页满分150 分，考试时间120 分钟。 2.答题前，在答题卷指定区域填写班级、姓名、考场号、座位号及准考证号并填涂相应数字。 3.所有答案必须写在答题纸上，写在试卷上无效。 4.考试结束后，只需上交答题纸。选择题部分 第一部分 听力(共两节，满分30 分) 第一节（共5 小题；每小题1.5 分，满分7.5 分） 听下面5 段对话。每段对话后有一个小题，从题中所给的A、B、C 三个选项中选出最佳选项。听完每段对话 后，你都有10 秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1. What does the woman tell the man to do? A. Apply for a visa. B. Fill in a form. C. Hand in an application form. 2. Who will be absent at the party? A. Maggie. B. Jessica. C. Rose. 3. How much does the man still need? A. $65. B. $50. C. $35. 4. What is the woman’s opinion about the English program? A. It was interesting. B. It was important. C. It was difficult. 5. What can we learn about the woman? A. She used to be a teacher. B. She dislikes living abroad. C. She thinks teaching is boring. 第二节（共15 小题；每小题1.5 分，满分22.5 分） 听第6 段材料，回答第6、7 题。 6. Where was the professor when the woman arrived? A. In the kitchen. B. In the living room. C. In the bathroom. 7. What caused the woman’s problem? A. She didn’t know about American customs. B. She misunderstood the professor’s words. C. She wasn’t familiar with the professor’s wife. 听第7 段材料，回答第8、9 题。 8. What relation is the woman to the man? A. His colleague. B. His wife. C. His client. 9. What is the man going to do tomorrow morning? A. Talk with Mr. Sharpe’s secretary. B. Have a short meeting with Mr. Sharpe. C. Visit Mr. Sharpe’s daughter in the hospital. 听第8 段材料，回答第10 至12 题。 10. Why does the company want to fire old staff? A. Their salaries are too high. B. Their working methods are old-fashioned. C. They often have conflicts with the management. 11. What do we know about the woman? A. She will look for a new job. B. She has made a business plan. C. She doesn’t care about getting fired. 12. How does the man feel about the changes? A. Angry. B. Worried. C. Disappointed. 听第9 段材料，回答第13 至16 题。 13. What are the speakers mainly talking about? A. What gift to give to neighbors. B. How to get along with neighbors. C. How to deal with children’s problems. 14. What does the woman think of the neighbor’s son? A. Polite. B. Annoying. C. Stupid. 15. What does the man advise the woman to do? A. To bring her neighbors a present. B. To telephone her neighbors to complain. C. To introduce her children to her neighbors. 16.When does the noise stop? A. At midnight. B. In the early morning. C. When the car is turned off. 听第10 段材料，回答第17 至20 题。 17. What did Vernon ask the speaker to do? A. Take care of his birds. B. Check his mailbox. C. Look after his house. 18. What happened when the speaker arrived at Vernon’s house? A. He couldn’t open the door. B. He found he brought the wrong key. C. He couldn’t find the key to the mailbox. 19. What made the speaker anxious? A. It was getting dark. B. He might draw others’ attention. C. He didn’t know how to face Vernon. 20. Why did the man feel like a fool? A. He made too much noise. B. What he did made him look like a thief. C. He forgot to ask the policeman for help. 第二部分 阅读理解(共两节，满分 50 分) 第一节(共15 小题;每小题2.5 分，满分37.5 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。 A High school programs at the National Gallery of Art value depth over breadth, exploring original works of art through a single specific question or theme. High School Studio Workshops Single museum visit, 2.5 hours Grades 9-12 These half-day art workshops include an in-depth examination and discussion of works of art in the galleries, followed by behind-the-scenes access to the Education Studio, where students create a related art project. During the workshop, National Gallery of Art educators will encourage students to look carefully at works of art and then share their responses and develop theories based on their observations. Students will have the opportunity to create a work of art in the studio inspired by what they have in the galleries. Museum Marker: Exploring Art and Museums Grades 11-12 The Museum Makers program explains how museums operate and what they have to offer. It gives high school students the tools to experience and understand art. Participants will gain the knowledge of how an art museum works. Students meet for seven Saturday sessions from 10:00 am to 3:00 pm. Completion of the program requires attendance of all seven sessions. Creative Writing in the Galleries Grades 7-12, 90 minutes Students will provide a voice for their personal responses to art through creative writing while look ingat a selection of artworks in the galleries. Using close observation, group discussion, and personal reflection, they will be guided through exercises that use different writing forms, including free-form poetry. A maximum of 30 students (minimum of 15) will be accommodated(容纳) at each session. 21. What can students do at High School Studio Workshops? A. Guide them how to write free-form poetry. B. Explain how museums operate. C. develop their art theories based on their observations. D. Deliver lectures on artistic works. 22. What can students get from Museum Maker? A. Tools to create a work of art in the studio. B. Knowledge about how museums work. C. Experience of running a museum. D. Chances to voice their personal responses. 23. Where might this article be taken from? A. A travel journal. B. A research report. C. An education magazine. D. A teaching design. B In the August sun, it’s unbearably hot in my car. I’m in Vancouver, approaching the Knight Street Bridge as I try to get home after work. It’s 5:15 pm. Traffic is already slowing down and then it comes to a full stop. I’m stuck even before getting on the bridge. This has become my normal work commute (上下班往返) routine. Ahead of me is a heavily jammed on-ramp (匝道). I stare at the endless rows of vehicles, depressed. At first I think this is not how it looks. The traffic will soon start moving. Seconds pass. Minutes pass. Looking at the rows of cars and trucks glittering（闪光）in the sun, I start counting-299, 300, 301- and I give up. Suddenly I remember I’m one of the 300 helpless drivers. But I stay alert（警觉的）. When the cars do move, I move carefully, making sure not to bump into other vehicles. Finally, I make it onto the bridge. The traffic is still crawling at a snail’s pace. Tired and hungry, I become very anxious. Just then, I hear a weak sound in the distance. The sound gradually becomes louder, until I can identify it as an ambulance approaching from behind. What do we do? The bridge is packed. There’s no room for us to move. But I’m wrong. Every single car quickly, yet carefully, moves to the side. Without thinking, I follow suit. The lane remains open for a few seconds during which the ambulance flashes through. Afterward, every car moves back. We close up the emergency lane, ready to continue our patient wait. Back in my spot, I’m awestruck. I forget my tiredness and hunger. My anxiety is gone. I start reflecting upon what 300 fellow drivers and I just did. How did we do that? Despite our exhaustion, we collectively decided to help the stranger who needed the time more desperately than we did. We drew on our sympathy and intelligence, requiring no directives. Although I may seem alone stuck on the bridge, I’m connected to all the other drivers. Together we could make the impossible possible. 24. How does the author feel when seeing the on-ramp? A. Annoyed. B. Discouraged. C. Calm D. Shocked. 25. What does the author think when knowing an ambulance is approaching? A. It will be hard for it to pass through. B. Someone should direct the traffic. C. All drivers will be willing to move. D. Whoever is inside needs immediate help. 26. What does the word “awestruck” underlined in paragraph 7 most probably mean? A. Deeply anxious. B. Feeling amazed. C. Extremely exhausted. D. Feeling depressed. 27. What does the author think made the miracle happen? A. The drivers’ good driving skills. B. Instructions from a stranger. C. People’s kindness. D. The ambulance’s rescue. C Of the 8,300 million tons of virgin (原始的) p