2022-2023學(xué)年重慶市縉云教育聯(lián)盟高二（下）期末英語(yǔ)試卷

第二部分閱讀第一節(jié)閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。

• 1．When I was sixteen years old，I made my first visit to the United States．It wasn't the first time that I had been abroad．Like most English children，I learned French at school．I had often been to France，so I was used to speaking a foreign language to the people who didn't understand English．But when I went to America，I was really looking forward to having a nice easy holiday without any language problems．
  How wrong I was!The misunderstandings （誤解） began at the airport．I was looking for a public telephone to give my American friend Jenny a call and tell her that I had arrived．A friendly old man asked me if he could help me．
  "Yes，"I said，"I want to give my friend a ring．"
  "Well，that's nice，"he said．"Are you getting married？"
  "Who is talking about marriage？"I replied．"I only want to give my friend a ring to tell her I've arrived．Can you tell me where there's a phone box？"
  "Oh!"he said，"there's a phone downstairs．"
  When at last we met，Jenny explained the misunderstandings to me．
  "Don't worry，"she said to me．"I had so many difficulties at first．There are lots of words which the Americans use differently in meaning from the British．You'll soon get used to all the funny things they say．Most of the time British and American people understand each other!"
  
  （1）The writer thought

  in America．
  A．he wouldn't have any language difficulties
  B．he would not understand the Americans
  C．the Americans might not understand him
  D．he would have difficulty at the airport
  （2）From the passage we know that"give somebody a ring"

  ．
  A．means the same in America as in England
  B．means"call somebody"to the old man
  C．has two different meanings
  D．means"be going to get married"in England
  （3）In the last paragraph，the word"they"refers to

  ．
  A．the old man and the boy
  B．the Americans
  C．the British
  D．the French．
  組卷：35引用：4難度：0.9

  解析

• 2．    Working out exactly what students and taxpayers get for the money they spend on universities is a tricky business.Now the Organisation for Economic Co-operation and Development（OECD），a Paris-based think-tank for rich countries，is planning to make the task a bit easier，by producing the first international comparison of how successfully universities teach.
     "Rather than assuming that because a university spends more it must be better，or using other proxy measures for quality，we will look at learning outcomes，" explains Andreas Schleicher，the OECD's head of education research.Just as the OECD assesses primary and secondary education by testing randomly chosen groups of youngsters from each country in reading and mathematics，it will sample university students to see what they have learned.Once enough universities are taking part，it may publish league tables showing where each country stands，just as it now does for compulsory education.That may produce a fairer assessment than the two established rankings，though the British one does try to broaden its inquiry by taking opinions from academics and employers.
     There is much to be said for the OECD's approach.Of course a Nobel laureate's view on where to study may be worth hearing，but those professors may be so busy writing and researching that they spend little or no time teaching—a big weakness at America's famous universities.And changes in methodology can bring surprising shifts.The high-flying London School of Economics，for example，tumbled（暴跌）from 17th to 59th in the British rankings published last week，primarily because it got less credit than in previous years for the impressive number of foreign students it had managed to attract.
     The OECD plan awaits approval from an education ministers' meeting in January.The first rankings are planned by 2021.They will be of interest not just as a guide for shoppers in the global market，but also as indicators of performance in domestic markets.They will help academics wondering whether to stay put or switch jobs，students choosing where to spend their time and money，and ambitious university bosses who want a sharper competitive edge for their institution.
     The task the OECD has set itself is formidable.In many subjects，such as literature and history，the syllabus varies hugely from one country，and even one campus，to another.But OECD researchers think that problem can be overcome by concentrating on the transferable skills that employers value，such as critical thinking and analysis，and testing subject knowledge only in fields like economics and engineering，with a big common core.
     Moreover，says Mr Schleicher，it is a job worth doing.Today's rankings，he believes，do not help governments assess whether they get a return on the money they give universities to teach their undergraduates.Students overlook second-rank institutions in favour of big names，even though the less grand may be better at teaching.Worst of all，ranking by reputation allows famous places to coast along，while making life hard for feisty upstarts. "We will not be reflecting a university's history，" says Mr Schleicher， "but asking：what is a global employer looking for？" A fair question，even if not every single student's destiny is to work for a multinational firm.
  
  （1）The project by OECD is aimed to

  .
  A．a(chǎn)ssess primary and secondary education of each school that subscribe to the service
  B．a(chǎn)ppraise the learning outcomes of university students as part of their academic performance
  C．establish a new evaluation system for universities
  D．set up a new ranking for compulsory education
  （2）The assessment method by OECD is different from the established rankings in

  .
  A．that its inquiry is broader as to include all the students and staff
  B．that its samples are chosen randomly based on statistical analysis of method
  C．that it attaches more importance to the learning efficiency
  D．that it takes opinions from the students to see what they have learnt
  （3）By the case of London School of Economies，the author wants to show that

  .
  A．the OECD's approach is very fair
  B．the Nobel laureate's opinion is not worth hearing
  C．the British rankings pay more attention to the foreign students
  D．different assessment methods may lead to different ranking results
  （4）The OECD's ranking system will probably be welcomed most by

  .
  A．parents who pay for the children's secondary education
  B．the famous colleges
  C．those ambitious second-rank institutions
  D．shoppers in the global market
  組卷：11引用：3難度：0.3

  解析

• 3．    What's more important in determining life success-book smarts or street smarts？This question gets at the heart of an important debate contrasting the relative importance of cognitive（認(rèn)知的）intelligence （CI） and emotional intelligence （EI）.
      Cognitive intelligence is still recognized as an important element of success，particularly when it comes to academic achievements.People with high cognitive intelligence typically do well in school，often earn more money，and tend to be healthier in general.
      But today experts recognize that cognitive intelligence is not the only determining factor of life success.Instead，it is part of a complex range of influences-one that includes emotional intelligence.Many companies now provide emotional intelligence training and use emotional intelligence tests as part of the hiring process.Research has found that individuals with strong leadership potential also tend to be more emotionally intelligent，suggesting that high emotional intelligence is an important equality for business leaders and managers.According to a survey of hiring managers，almost 75% of the responders suggested that they valued an employee's emotional intelligence more than his cognitive intelligence.
      Now that emotional intelligence is so important，can it be taught or strengthened？According to one meta-analysis that looked at the results of social and emotional learning programmes，the answer to that question is definitely yes.Strategies for teaching emotional intelligence include character education，modeling positive behaviours，encouraging people to think about how others are feeling，and finding ways to be more empathetic（感同身受的）towards others.
      All in all，life success is a result of many factors.Both cognitive intelligence and emotional intelligence play roles in overall success，as well as health，wellness，and happiness.Rather than focusing on which factors have a prior influence，the greatest benefit may lie in learning to improve skills in multiple areas.In addition to strengthening cognitive abilities，such as memory and mental focus，you can also acquire and improve social and emotional skills.
  
  （1）What can we know about people with book smarts？

  
  A．They can debate with other people.
  B．They can deal with various situations.
  C．They can be outstanding in academic research.
  D．They can be good at gaining real life experience.
  （2）Why does the author mention the data in Paragraph 3？

  
  A．To indicate the strictness of the hiring process.
  B．To prove the importance of emotional intelligence.
  C．To explain the result of emotional intelligence tests.
  D．To show the influence of cognitive intelligence on success.
  （3）What can be learned concerning emotional intelligence？

  
  A．Evaluating how others feel.
  B．One's extreme behaviours.
  C．One's academic performance.
  D．Controlling others' emotions.
  （4）Which of the following is a suitable title for the text？

  
  A．Does book smarts matter？
  B．Is CI or El more important？
  C．What counts most in life？
  D．Mental health or physical health？
  組卷：10引用：3難度：0.5

  解析

第四部分寫作第一節(jié)

• 8．假定你是李華，你的新西蘭筆友Susan在某社交平臺(tái)上看到了你在校文化節(jié)上演出的照片，并發(fā)來(lái)郵件詢問。請(qǐng)你給她回一封郵件，內(nèi)容包括：
  （1）演出時(shí)間；
  （2）你的演出節(jié)目；
  （3）你的感受。
  注意：
  （1）詞數(shù)80左右；
  （2）可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。
  ______
  組卷：3引用：2難度：0.5

  解析

第二節(jié)

• 9．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。續(xù)寫詞數(shù)應(yīng)為150左右。
      Lorena parted the curtain in her living room and looked out onto the wet street.She was relieved the sunlight appeared.If it didn't stop raining it would ruin her day.Her mother had promised to drive her to Fashion Fair if it were sunny.Lorena was eager to go there because she had to replace a Nike jacket.
      Earlier that Wednesday afternoon，Eddie，the most popular seventh-grader，had given Lorena his jacket and asked her to keep an eye as he would play basketball in a hurry.Lorena was quite happy to be of help.
  During her last class，the biology teacher made them cut apart dead frogs.For fear of getting blood on Eddie's jacket，Lorena folded it and placed it on a chair.Then she took the knife and cut the skin quickly.She felt sick opening the frog's belly.
      When the bell rang Lorena hurried out because the bus she caught for home left ten minutes after school.She raced to board the bus and found a seat.After a few minutes the driver started the engine and drove away when Lorena looked out of the window and saw Eddie. "The jacket!" she screamed.She shot from her seat and ran up to the driver. "You've got to stop!I forgot Eddie's jacket!" "Who's Eddie？ " the driver said angrily. "Sit down."
      All that evening she was upset and blamed her biology teacher for her problem.If he hadn't made them dissect（解剖） frogs， ，she wouldn't have been so absent-minded.The next day Lorena rushed from the bus to the biology room.The jacket was not there!
      "How can I ever tell Eddie？" she closed her eyes.She spent most of her break and lunch period in the rest room，brushing her hair and worrying.On Friday she stayed home to avoid Eddie.She told her mother she wanted to go shopping to buy her a gift for her birthday，which was the next week.Actually，she wanted to buy a Nike jacket with her life savings at Fashion Fair.
  Paragraph 1 ：
      Mom drove Lorena to Fashion Fair and left，asking her not to waste money.________
  Paragraph 2 ：
      Lorena was about to leave when she saw Eddie in his Nike jacket.___________
  組卷：28引用：4難度：0.4

  解析