2023届河北省唐山市高三一模英语试题.docx

1、2023届河北省唐山市高三一模英语试题学校:_姓名：_班级：_考号：_一、阅读理解We are very pleased to announce the 20th International EAS (the European Association for Music in Schools) Student Forum, which will take place on May 22 25, 2023, prior to the 30th EAS Conference in Lyon, France (May 24 28, 2023). The Student Forum (SF) has

2、become an established part of the annual EAS conference and is proving to be very successful both for the students and the conference. The EAS student forum presentation at the EAS conference has become one of the highlights. The EAS SF programme will include workshops, discussions and musical prese

3、ntations. Its aim is to give student teachers an opportunity to share and exchange their experience and views of music teaching. The theme of the Student Forum:“Innovating and Inventing Music in the Classroom”Three three elements to the programme: Practical and creative music making through sharing

4、examples of musical activities, and creating new music together. Discussion on the theme and sharing the students different experiences and perspectives of learning to become a teacher in their own school system. Participation in selected conference activities, and group work. Selection criteria: Th

5、e participating students should: currently be in the final years of their music teacher training programme; be interested in European and international perspectives in music education; have a basic knowledge of English; have the ability to work with others and contribute to debate. EAS Student Forum

6、 Team 2023:Sara Savovi (Faculty of Music, Belgrade, student delegate, Serbia)mail: savovic.sara4Prof. Dr. Branka Rotar Pance (University of Ljubljana, Slovenia)mail: branka.rotar-panceag.uni-lj.siTom Rousselet (Le Centre Formation des Musiciens Intervenants, de IUniversit Lyon France)mail: tomrousse

7、letuniv.lyon2.frProf. Dr. Oliver Krmer (Rostock University of Music and Drama, Germany)mail: oliver.kraemerhmt-rostock.deContact person of the EAS board for further questions: Prof. Andreas Bernhofer, PhD: andreas.bernhofermoz.ac.at1What do we learn about the Student Forum?AIt usually lasts five day

8、s.BIt invites teachers as guides.CIt presents the history of music.DIt is well recognized and acceptable.2Which is a requirement for the SF participants?ABeing good at communication.BBeing native English speakers.CHaving rich experience in music education.DSharing a good opinion of European educatio

9、n.3Who is from Germany?ASara Savovi.BOliver Krmer.CAndreas Bernhofer.DBranka Rotar Pance.Yesterday, after arriving in Madrid, I knocked on a strangers door. “I searched on the website. Will you give me lessons?” I asked. This was the reason Id come to Spain. Because I once believed I was meant to be

10、 a female flamenco (弗拉门戈) guitarist. Forty - five years ago, when I was two, my father also came to Madrid and knocked on strangers doors. A well - known classical guitarist, he admired flamenco a lot, and in Spain he learnt from anyone willing to teach him. He approached performers in bars, made fr

11、iends with street musicians and managed to study with Paco de Lucia, the greatest flamenco guitarist of our time. I started playing classical guitar when I was five. My fathers hands exploded across the strings like fireworks. I practised while he instructed and criticized. I played till I had sharp

12、 pain in my fingertips. By age seven, I was called a child genius. Then, at 11, I quit. Heartbroken, my father distanced himself. Guiltily, I followed suit. Soon we spoke only when necessary. Our relationship didnt rebound until, in my early 20s, I found myself pulled back to guitar. When I was in m

13、y early 30s, he got sick. Before he died a few years later, my father told me there were almost no female flamenco guitarists in the world. If I kept practising, I could be one of the first. I promised, and he left me his guitar. But after he died, I couldnt bear to play it. Hed spent so much time w

14、ith his arms around that instrument, and it seemed an extension of his own body. Holding it gave my grief an unbearable tangibility (可触知). So for 13 years it sat mostly untouched, coming out only when my son Ellis begged to see it. He was careful with his grandfathers instrument in a way that made m

15、e want to pass it down to him both the guitar and the music. Problem was, I couldnt really play anymore. Now, Antonia is sitting with me in her living room, teaching me patiently. I have been here for only two days, and already my fingers hurt. Its a sharp pain, like when a fallen - asleep limb (肢体)

16、 returns to life. The feeling delights me. It means Im doing something right.4Which can best describe the father when he was learning flamenco?ACautious.BHopeless.CDepressed.DDevoted.5Which has the similar meaning with the underlined word “rebound” in paragraph 4?AImprove.BBreak.CSuffer.DBlossom.6Wh

17、y did the author leave the guitar untouched?AShe intended to pass it down to her son.BIt reminded her of her unpleasant past.CDeep sorrow drowned her at the sight of it.DCarrying it made her feel a sense of burden.7Which of the following can be the best title for the text?AGuitar Lessons From Strang

18、ersBLove for Father on the String AgainCAdventures for Music Lovers in SpainDJourney to Success as a Flamenco GuitaristTeachers often can fall into the trap of teaching content, paying no attention to children. Many of us have the attitude that “we will put the information out there, and if they don

19、t get it, they are to blame.”Several years ago, I had a student named Jeremy in 12th - grade English, in which British literature was taught. I struggled to find ways to make the content interesting. Jeremy didnt care. Though Jeremy was classified as. gifted, he slept in class every day. I began to

20、get really frustrated. I even began to dislike him. High school teachers sometimes develop a hands-off attitude. I thought, “OK, Jeremy, if you want to fail my class, fine. Ive tried everything.” As time went on, I ignored Jeremy. I didnt ask him questions, or even make eye contact with him. By acci

21、dent, I found that Jeremy was capable of much more. One day, I went to the broadcasting classroom to edit a video. On this day, several students were working on an assignment. Then I heard a voice I recognized. I looked up and saw Jeremy was teaching his classmates energetically how to film. My firs

22、t thought was that Jeremy must have a twin! Suddenly he realized I was sitting in the corner. Our eyes met. “Mrs. Duff?” he asked with surprise. “You know how to edit video?”“Yes. I had no idea you were a videographer!” At this, he smiled with pride and explained the project his group was working on

23、. It was clear he had earned his classmates respect. And it was suddenly clear to me that I had not really made an effort to know Jeremy at all. What happened next was amazing. In class, Jeremy stayed awake and completed his work. He passed my class with a BWhat happened? When Jeremy encountered me

24、outside English class, it changed his perspective of me. He realized I wasnt just some odd lady trying to force him to learn British poetry. Equally important, my perspective about him changed. He wasnt just the kid who slept in my class. Im not proud that I didnt make a better effort to know Jeremy

25、 before the encounter in the broadcast room. I told myself I had tried everything, but I had not stepped outside of my little English world at all.8Whats the purpose of paragraph 1?ATo draw readers interest.BTo introduce the authors idea.CTo remind teachers of teaching traps.DTo ask students to shif

26、t learning focus.9What did the author do when Jeremy showed lasting boredom in her class?AShe blamed herself.BShe gave up on him.CShe kept on persuading him.DShe made teaching more interesting.10How did the author feel when she saw Jeremy as a videographer?AProud.BRelaxed.CRegretful.DRewarded.11What

27、 does the author intend to tell us?AWhy to build a common perspective.BHow to transform a students negative behavior.CTeachers should reach students in individual ways.DStudents will eventually connect with their teachers.Schools in the US and elsewhere are announcing bans on the recently released A

28、I powered ChatGPT out of fear that students could use the technology to complete their assignments. However, bans may be practically impossible given how difficult it is to detect when text is composed by ChatGPT. Is it instead time to rethink how students are taught and evaluated?Educators are star

29、ting to question what it means to assess student learning if an AI can write an essay or paper similar to, or even better than, a student would and the teacher cant tell the difference. Many teachers believe the time - honored learning tradition will be destroyed from the ground up by Chat GPT. The

30、Los Angeles Unified School District in California first blocked the use of ChatGPT on networks and devices in December 2022. However, removing technology from the classroom can mean undesirable consequences, such as creating more obstacles for students with disabilities, says Trust. Additionally, re

31、stricting the use of ChatGPT on school networks and devices cant stop students from using ChatGPT at home and in libraries. It is also unclear if anti - cheating software can reliably detect AI - assisted writing. OpenAI is working to develop a digital watermark that can help teachers and academics

32、spot students who are using ChatGPT to write essays. OpenAIs attempts to watermark AI text, however, hit limits. Instead of worrying about how ChatGPT could enable cheating, educators should ask what motivates students to cheat in the first place and work on developing relationships of trust, says J

33、esse Stommel at the University of Denver in Colorado. “Talk to students really frankly about what ChatGPTs capable of, what its not,” says Stommel. “Have students use it to write an essay about Jane Austen and gender dynamics, and then have them read that essay and peer review it and think about wha

34、t ChatGPT gets right and wrong.”12What does the author suggest schools do?AAdjust teaching and assessment.BMeet different demands from students.CProhibit the use of ChatGPT in classrooms.DBreak with the traditional teaching method.13What is paragraph 2 mainly about?ADark future of ChatGPT.BEducators

35、 worrying concern.CCrisis of traditional learning.DDifficulty in telling AIs writing.14What is the authors attitude toward OpenAIs watermark technology?AAmused.BHopeful.CShocked.DDoubtful.15What can be inferred from Jesse Stommel?AAI helps students tell right and wrong.BStudents should write about f

36、amous writers.CEducators should guide students to use AI properly.DThe trust between teachers and students is hard to form.二、七选五Have you had a meltdown lately? An emotional meltdown isnt exactly a medical disease. _16_ Its a popular term used to describe a situation where we are overcome emotionally

37、 of hit a breaking point. How do you feel after youve had a meltdown? Do you feel embarrassed about your behavior? _17_ An occasional meltdown doesnt mean something is “wrong” with you. It may just be an indicator of a challenging time for you. While most people would rather forget a meltdown as qui

38、ckly as possible, it can be a learning experience. If you feel embarrassed about revealing your emotions in public, you might examine how you feel about your feelings. Why isnt it okay for you to be angry, or to be sad, or to need something from someone else? _18_ So, be kind to yourself. If your me

39、ltdown involved raising your voice at other people or behavior like throwing an object in the presence of others, apologize and come up with a plan to manage your emotions differently the next time youre upset or stressed. If you find this type of behavior is common for you and youre having difficul

40、ty managing it on your own, consider reaching to a psychologist. _19_ It damages another persons attitude and eats into their health. _20_ Your experience serves a basis for reflection. Be kind to yourself and find some helpful ways to deal with meltdowns:AIt can happen to anyone.BAre you a happy pe

41、rson?CLearn from every meltdown.DThere are some negative effects about meltdown,EShaming yourself about your emotion is not helpful.FAre you anxious about possible consequences for your outburst?GHaving an emotional meltdown is never an excuse for abusive behavior.三、完形填空In 2017, my husband-to-be, Ri

42、cardo, brought his border collie (牧羊犬), Jack, on our first date. I was swiftly struck by the pair of them. Fast forward 18 months and theyd fitted in _21_ with me and my daughter, Cayla. The _22_ between Jack and us is like no other he brings us great joy and makes us happy. Now we were all _23_ to

43、take on a new family member. Then came our _24_ to the animal rescue centre. It was a love at first sight between Cayla and a little dog, Ruby. As I _25_ this little creature instantly sat back. She made herself as tall and _26_ as she could, trying to contain her _27_ while apparently letting me kn

44、ow what a good girl she was. It _28_ our adventures as a family of five _29_.One day, Cayla scootered (玩踏板车) off out of sight along the footpath, Jack and Ruby by her side. Before long, with an _30_ bark. Jack ran back, forcing us to _31_ we did, and found Cayla, bloody-kneed after falling off. Cayl

45、a looked up smiling, overjoyed that the dogs had come through for her in her moment of _32_. One went for help while the other _33_ the wounded. Its a wonderful _34_ of how our dogs care for their pack. And I cant _35_ our family without them.21AbeautifullyBawkwardlyCnaughtilyDpassively22AsecretBdif

46、ferenceCbondDtension23AnervousBreadyCcautiousDpatient24AletterBguideCintroductionDtrip25AapproachedBpanickedClistenedDleft26AimportantBnoisyCstillDnoble27AfearBexcitementCsurpriseDdespair28AfailedBmovedChurtDworked29AcontinuedBbeganCnearedDslowed30AurgentBuncomfortableCamusingDannoying31AhideBescape

47、CacceptDfollow32AangerBneedCstressDloneliness33AcarriedBgreetedCfoundDtended34AopportunityBexcuseCexampleDconcept35AsupportBcontactCimagineDsave四、用单词的适当形式完成短文阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。Locally _36_ (know) as “mosquito writing”, Nshu looks like dancing Chinese characters at first glance. On _37_ (close) inspection, however, it is unreadable to readers of Mandarin (普通话). Nshu was used by women who lacked access _38_ education in rea