湖南省炎德名校2023-2024学年高三上学期第二次月考英语试题（原卷版）

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2023-2024-1 炎德名校联高三上第二次月考

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 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。

Nottingham Trent University (NTU) Foundation Courses for International Students

Are you an international student needing a preparation course for undergraduate study at NTU? View NTU

Foundation courses offered through Nottingham Trent International College (NTIC) on our Nottingham City

Campus.

Foundation courses

Through Nottingham Trent International College, we offer foundation courses to progress to the first year of

undergraduate courses.

We offer these in the following subject areas:

art and design

business, law and social sciences

computing

media and communications

science and engineering

International Year One courses

We also offer International Year One courses to progress to the second year of undergraduate courses. If

you’ve completed high school with good grades, you could choose an International Year One course.

We offer these in the following subject areas:

business

computing

Entry requirements

For the foundation courses

typical entry requirements are at least 11 years of education and UKVI IELTS

5.0.

For International Year One courses, typical entry requirements are at least 12 years of education and UKVI

5.0.

If you do not meet the English language entry level but have at least UKVI IELTS 4.0 in all skills, you can do

a course that includes extended English and skills (EES).

How to apply

If you’re interested in applying for a foundation course please contact NTIC.

If you would like to arrange a visit to NTIC and the University please contact NTIC student services.

1. Whom are the courses intended for?

A. College students in Britain. B. High school students in Britain.

C. College students from around the world. D. High school students from around the world.

2. How are International Year One courses different from foundation courses?

A. They are easier. B. They are more advanced.

C. They take longer time. D. They offer more subjects.

3. What does UKVI IELTS 5.0 probably show?

A. Your English level. B. Your educational level.

C. The course you choose. D. The start date for the course.

The captain hadn’t even turned off the “fasten your seat belt” light and Matthew Bahani was already having a

rough time.

Matthew, a 9-year-old with autism(自闭症), was growing increasingly anxious even as his parents hugged and

kissed him.

“He gets nervous and he can’t control himself. He gets loud. He makes noise. It isn’t easy,” said his father,

Sam Bahani, 48. “You can’t imagine what he goes through. He can’t express himself.”

The Bahanis were among the ten families who participated in a program at Newark Liberty International

Airport intended to help familiarize autistic children with air travel — a confusing, complex process that, with loud

noises, uniformed screening agents and lines of passengers they don’t know, can be frightening to them.

The “Autism Explores” program — which takes participants through all aspects of the flying experience

without leaving the ground — also helps parents, who often find themselves in the position of dealing with a

difficult child, as well as with scare from other adults who may have no idea of the child’s particular difficulty.

“When you’re in a public situation and that happens, people are not always kind,” said Matthew’s mother,

Jennifer Bahani, 42, who avoids even the shopping mall with Matthew.

Each aspect of the program, from check-in to baggage claim, related to the flying experience, except for the

actual flying. While the pilot and other flight crew made the usual announcements about flying conditions or the

weather on the ground, the plane never actually pulled back from the gate.

“It’s a beautiful day for flying. Sit back and enjoy the flight,” announced the pilot, Geoff Bender, whose 13-

year-old daughter, Teresa, is also autistic.

“Normalizing activities like flying for children with autism is important in making sure they will lead as full

and independent a life as possible,” he said.

4. How did Matthew feel on the plane?

A. Terrible. B. Bored. C. Puzzled. D. Uninterested.

5. What was the main purpose of the program for children with autism?

A. To help them get used to air travel.

B. To make them interested in air travel.

C. To encourage them to travel independently.

D. To let them experience air travel with their parents.

6. What does the underlined “that” in paragraph 6 refer to?

A. People scaring the child. B. People being unkind to the child.

C. People dealing with a difficult child. D. People not knowing the child is autistic.

7. What do we know about the plane?

A. It had just taken off. B. It was on the ground.

C. It was waiting for passengers. D. It would soon land at the airport.

At Sho Farm in northern Vermont, farmers Melissa Hoffman and Shawn Smith work hand in hand with the

land and its inhabitants, and among them are hundreds of ducks. The ducks at Sho Farm are not being raised to be

killed for food. Rather, they are naturally involved in farming operations, helping to manage pests and add fertilizer

(肥料) to the soil.

In the beginning, Hoffman, who has a background in organic farming and ecology action, worked with

ecologists and biologists to survey the plants and wildlife all around the area. This was “to understand who was

living here, so that everything we did was in relationship to the life already here,” he says.

So, at Sho Farm, focus is placed on living harmoniously alongside other life and working with traditional

ecological knowledge. Food is seen not as a commodity (商品) but as a relationship with land and life.

The methods of food production at Sho Farm, as well as the farmers’ philosophy of working with rather than

against nature, are in sharp contrast to most modern agricultural systems. And that’s the point. “We’ve been talking

a lot about the broken food system and the consequences of it to the environment, to wildlife, to the animals in

animal agriculture and to human health,” says Hoffman, adding that it’s not just the food system that’s broken. “It’s

the relationship between humans, non-human animals, land and nature.”

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