湖南省长沙市第一中学2022-2023学年高一下学期第三次月考英语试题（原卷版）

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2022-2023-2 长沙一中高一第三次月考

英语

时量：120 分钟满分：150 分

第一部分听力(共两节，满分 30 分)略

第二部分阅读(共两节，满分 40 分)

第一节 (共11 小题;每小题 2.5 分，满分 27.5 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。

After drawing blood and running a CT scan, the doctor had questions for me. “What is a

typical day like for you?” “I am a graduate student with a tight schedule that usually keeps me at

work late into the night,” I replied. Next, he turned to diet. I paused when this question came,

embarrassed by my answer. “I only have coffee for breakfast. For lunch and dinner, I usually grab

something from a fast-food stand on campus.” The doctor seemed shocked. As more questions

followed about my stress levels and lifestyle, my unhealthy state began to sink in.

In graduate school, I was fully focused on my project and doing what I could to become a

successful scientist. I didn’t feel I had the time or energy to shop for groceries and cook. I stopped

exercising and didn’t spend as much time socializing. When I was sluggish, instead of giving my

mind and body a rest, I drank energy boosters to maintain my strength and continued to work long

hours. As I progressed through my PhD Program, I gained an unhealthy amount of weight. I got

tired easily and I often caught colds or the flu. Eventually, my stomachache was so bad that it

drove me to the emergency room.

After hearing the doctor’s warning, I knew I had no choice. I stopped working late into the

night, which gave me more time to relax, sleep, and prepare my own meals. I read up on dietary

recommendations and began to choose nutritious and healthy food. I also gave up energy drinks

and switched to tea. Many times, I was tempted to go back to my old routine. I placed sticky notes

in my office and at home to remind myself that if I didn’t make healthy choices, I’d suffer

consequences.

It’s been 4 years now and, to my surprise, I have not only noticed gains in my health, but also

found it easier to be productive at work.

1. What was the problem with the author?

A. He did poorly in his studies. B. He wasn’t good at socializing.

C. He ignored the doctor’s advice. D. He had a very unhealthy lifestyle.

2. Which of the following can best replace the underlined word “sluggish”?

A. cast down B. worn out C. carried away D. left

behind

3. What lies behind the author’s recovery?

A. Creativity. B. Optimism. C. Self-control. D. Co-

operation.

A study, led by researchers from the University of California, San Diego, tracked the same

875 mother-child pairs in Chile for 16 years, conducting assessments at ages 1, 5, 10 and 16. At

each visit researchers screened the mother for signs of depression and used cognitive ( 认知的)

development tests on the child. They also asked questions to assess the home life, featuring the

level of connection between the mother and child.

Researchers found that signs of depression in moms when the child is one are associated with

lower scores on cognitive function tests for the child at age 16. “We found that mothers who were

highly depressed didn’t invest ( 投入 ) emotionally or in providing learning materials to support

their child, such as toys and books, as much as mothers who were not depressed. This, in turn,

impacted the child’s IQ at ages 5, 10 and 16,” Patricia East, PhD, research scientist with the

Department of Pediatrics at UC San Diego School of Medicine and one of the lead authors on the

study, said in a statement.

The authors found the relationship in reverse to be true, as well — lower development scores

early in the child’s life promoted less engagement from mom and that only increased signs of

mothers’ depression as the child entered into adolescence.

Children who had severely depressed mothers were found to have an average verbal IQ score

of 7.30 compared to a score of 7.78 in children without depressed mothers. Although seemingly

small, differences in IQ from 7.78 to 7.30 are highly meaningful in terms of children’s verbal

skills and vocabulary, said East. “Our study results show the long-term consequences that a child

can experience due to long-term mothers’ depression.”

However, the authors recognize that these families in Chile can be very different from

mothers and children of other cultural backgrounds or nationalities. Besides, all the families

studied were from a similar cultural background and socioeconomic status and had a similar level

of education.

4. What did the researchers do in the study?

A. They screened the child for signs of depression.

B. They tested the cognitive abilities of the mother.

C. They evaluated the mother-child pairs’ relationship.

D. They ignored the mother’s educational background.

5. What conclusion did the researchers draw?

A. A kid’s IQ scores were decided by the mother’s.

B. A kid’s IQ scores were different at different ages.

C. Depressed mothers gave birth to kids with low IQ scores.

D. Mothers’ depression might negatively impact their kids’ IQ.

6. What might be the authors’ attitude towards the results of the study?

A. They don’t sound debatable.

B. They may encourage public debate.

C. They may not be very representative.

D. They have been confirmed in a large scale.

7. What’s the best title of the passage?

Adolescents’ Confusion in Chile

B. Impact of Mothers’ Depression on Kids

C. Significance of IQ in Kids’ Academic Tests

D. Maternal Depression and Kids’ Cognitive Test Scores

El Niño, a Spanish term for “the Christ child”, was named by South American fishermen who

noticed that the global weather pattern, which happens every two to seven years, reduced the

amount of fishes caught around Christmas. El Niño sees warm water, collected over several years

in the western Pacific, flow back eastwards when winds that normally blow westwards weaken, or

sometimes the other way round.

The weather effects, both good and bad, are felt in many places. Rich countries gain more

from powerful Niños, on balance, than they lose. A study found that a strong Niño in 1997-1998

helped America’s economy grow by $15 billion, partly because of better agricultural harvests:

farmers in the Midwest gained from extra rain. The total rise in agricultural incomes in rich

countries is greater than the fall in poor ones.

But in Indonesia extremely dry forests are in flames. A multi-year drought in south-east

Brazil is becoming worse. Though heavy rains brought about by El Niño may relieve the drought

in California, they are likely to cause surface flooding and other disasters.

The most recent powerful Niño, in 1997-1998, killed around 21,000 people and caused

damage worth $36 billion around the globe. But such Niños come with months of warning, and so

much is known about how they happen that governments can prepare. According to the Overseas

Development Institute (ODI), however, just 12% of disaster- relief funding(救灾资金) in the past

two decades has gone on reducing risks in advance, rather than recovery and rebuilding

afterwards. This is despite the evidence that a dollar spent on risk-reduction saves at least two on

reconstruction.

Simple improvements to infrastructure ( 基础设施) can reduce the spread of disease. Better

sewers (下水道) make it less likely that heavy rain is followed by an outbreak of the disease of

bad stomach. Stronger bridges mean villages are less likely to be left without food and medicine

after floods. According to a paper in 2011 by Mr. Hsiang and co-authors, civil conflict is related to

El Niño’s harmful effects --- and the poorer the country, the stronger the link. Though the

relationship may not be causal, helping divided communities to prepare for disasters would at least

reduce the risk that those disasters are followed by killing and wounding people. Since the poorest

are least likely to make up for their losses from disasters linked to El Niño, reducing their losses

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