2019-2020學(xué)年浙江省金華市東陽中學(xué)高三（上）開學(xué)英語試卷

第一部分 聽力（共兩節(jié)）做題時(shí)，先將答案標(biāo)在試卷上．錄音內(nèi)容結(jié)束后，你將有兩分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卷上．第一節(jié)（共5小題：每小題1.5分，滿分7.5分）聽下面5段對(duì)話．每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)，并標(biāo)在試卷的相應(yīng)位置．聽完每段對(duì)話后，你都有10秒鐘的時(shí)間來回答有關(guān)小題和閱讀下一小題．每段對(duì)話僅讀一遍．

• 1．Where does the conversation most probably take place？
  A． In a library．
  B． At a theater．
  C． In a restaurant．
  組卷：0引用：1難度：0.0

  解析

• 2．What's the relationship between the speakers？
  A． Strangers．
  B． Friends．
  C． A couple．
  組卷：1引用：2難度：0.0

  解析

• 3．What does the man suggest？
  A． Repairing the laptop．
  B． Buying a new laptop．
  C． Using the laptop less．
  組卷：2引用：2難度：0.0

  解析

• 4．What does the woman think of the wine？
  A． It's a bit expensive．
  B． It's not her cup of tea．
  C． It's tasty and cheap．
  組卷：1引用：2難度：0.0

  解析

• 5．How does the man find the woman's forgetfulness？
  A． Annoying．
  B． Embarrassing．
  C． Understandable．
  組卷：2引用：2難度：0.0

  解析

第二節(jié)（每小題1.5分，滿分22.5分）聽下面5段對(duì)話或獨(dú)白．每段對(duì)話或獨(dú)自后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)，并標(biāo)在試卷的相應(yīng)位置．聽每段對(duì)話或獨(dú)白前，你將有間閱讀各個(gè)小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時(shí)間．每段對(duì)話或獨(dú)白讀兩遍．

• 6．（1）When will the man be back home usually!？
  A．5：00 pm．
  B．5：30 pm．
  C．6：00 pm．
  （2）Where does the woman live？
  A．Near where she works．
  B．Near the third ring road．
  C．Near where the man lives．
  組卷：1引用：2難度：0.9

  解析

第四部分 寫作（共兩節(jié)）第一節(jié)：應(yīng)用文寫作（滿分15分）

• 17．假定你是李華，校學(xué)生會(huì)主席．加拿大某高中部分學(xué)生將于下周來你校交流學(xué)習(xí)，請(qǐng)你代表學(xué)校給他們的領(lǐng)隊(duì)Alan發(fā)郵件明確接機(jī)事宜，內(nèi)容包括：
  1． 核實(shí)到達(dá)時(shí)間；
  2． 明確接機(jī)位置；
  3． 告知辨認(rèn)方式．
  注意：
  1． 詞數(shù)80左右；
  2． 可適當(dāng)增加細(xì)節(jié)，以使行文連貫．
  組卷：14引用：4難度：0.7

  解析

第二節(jié)：概要寫作（滿分25分）

• 18．閱讀下面短文，根據(jù)其內(nèi)容寫一篇60詞左右的內(nèi)容概要．
      High school exit tests are tests that students must pass to graduate from high school．In the last few years，however，a number of states in America have dropped them．Although some states still use them for diplomas，the number is down from a high of 27 states during the testing craze promoted by No Child Left Behind （NCLB）．
      The appearance of this phenomenon is small wonder．Researches clearly show that exit tests have little positive effects on students．A 2014 report found exit testing was associated with lower graduation rates，negatively affected labor market outcomes，and，most alarmingly，produced a 12.5 percent increase in incarceration （監(jiān)禁） rates．Exit exams，the study concluded，had tended to add little value for most students．
      Exit testing relies on the following assumptions．One is that standardized testing can serve as a kind of "quality control" for high school graduates，guaranteeing that graduates are college ready．The other is that they have predicting value for future success in academic situations．
      But there is little evidence．The tests don't exactly measure what they pretend to measure．For example，qualities such as intelligence，academic ability，college readiness are not determined．Those that should be developed in all young people，like responsibility，critical thinking，and empathy （移情），are not measured，either．Even supporters of exit tests have acknowledged that they don't offer reliable data．
      Thus，more and more people are suggesting that exit test scores ought to be just one component of the high school diploma．Schools should consider many other records including credits earned，courses taken，activities，service，projects and other elements of academic accomplishment so that students can be evaluated flexibly．In other words，exit test scores should never be the only criterion for high school diplomas．
  組卷：21引用：3難度：0.7

  解析