2022-2023學(xué)年湖北省武漢市江岸區(qū)高二（下）期末英語(yǔ)試卷

第一節(jié)（共5小題；每小題1.5分，滿分7.5分）

• 1． What still needs to be cleaned？
  A.The kitchen floor.
  B.The dishes.
  C.The truck.
  組卷：0引用：1難度：0.5

  解析

• 2．What is the relationship between the speakers？
  A.Husband and wife.
  B.Brother and sister.
  C.Friends.
  組卷：0引用：1難度：0.5

  解析

• 3．Which dustbin is for grass？
  A.The green one.
  B.The brown one.
  C.The blue one.
  組卷：0引用：1難度：0.5

  解析

• 4．What will the man do next？
  A.Help the bird learn to fly.
  B.Attack the cat.
  C.Save the bird.
  組卷：0引用：1難度：0.5

  解析

• 5．Where are the speakers？
  A.At a fruit market.
  B.At a local shop.
  C.At a farm.
  組卷：0引用：1難度：0.5

  解析

第二節(jié)（共5小題；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)白后有幾個(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)。聽每段對(duì)話或獨(dú)白前，你將有時(shí)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。聽第6段材料，回答第6、7題。

• 6．（1）What does the boy want to do？
  A.Walk further.
  B.Have a rest.
  C.Go faster.
  （2）What does the boy think of doing exercise？
  A.Funny.
  B.Exciting.
  C.Painful.
  組卷：0引用：1難度：0.5

  解析

第四部分寫作（共兩節(jié)，滿分15分）

• 18．你校外教Frank受邀本周末在學(xué)校報(bào)告廳做報(bào)告。因特殊原因，學(xué)校將報(bào)告調(diào)整為線上舉行。假如你是李華，請(qǐng)你給他寫一封郵件，通知相關(guān)內(nèi)容，要點(diǎn)如下：
  （1）變更原因；
  （2）變更后的時(shí)間和方式；
  （3）表達(dá)歉意。
  注意：
  （1）詞數(shù)為80左右；
  （2）請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
  Dear Frank，
  ____________
  Yours，
  Li Hua
  組卷：4引用：3難度：0.5

  解析

第二節(jié)（滿分25分）

• 19．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。
  ?It was only a dollar.Dylan Belscheri noticed it on the floor as he sat at the back of his English class in March.When the school day ended，Belscheri wandered back to the classroom.The wrinkled old bill was still there.He could have pocketed it easily without thinking twice.But he picked it up and brought it to his English teacher，Katie Mattison."It wasn't my money，"Belscheri said，which he saw as a simple explanation.
  ?Mattison，54，was a little surprised he should turn the dollar in，knowing a lot of people would have just kept it.She suggested that Belscher tape it to the whiteboard at the front of the classroom，where she always puts lost things.Maybe the dollar was the money for lunch or bus tickets for the student who lost it. "You can always tell when someone is looking for something，" Mattison said.A day or two later，the school shut down for the holiday break.Neither the teacher nor her student thought twice about the dollar.
  ?Hunter Rose，then a senior，was in English class after break when she spotted the dollar on the whiteboard.It was a bit of a mystery，Rose said.After class，she asked Mattison why it was there.The teacher was still waiting for the original owner to claim it，so she replied， "I don't know." Rose took the tape from Mattison's desk and taped a second dollar to the board.That got it rolling.
  ?The sight of the two dollar bills，side by side，awakened something in Mattison's students.They started asking about the purpose of the money，to which Mattison always gave the same answer：She didn't know.At that point，it was absolutely true.Several other students，feeling it interesting，taped up single dollar bills.Mattison，an experienced teacher who recognized a phenomenon in the making，wrote the initial of each student on each specific bill，and she started to leave the tape beside the whiteboard.The effort snowballed.
  注意：
  （1）續(xù)寫詞數(shù)應(yīng)為150左右；
  （2）請(qǐng)按如下格式作答。
  Even with no specific purpose，many students wanted to participate.________
  One morning Mattison asked students if they'd like to use the money for something good.__________
  組卷：6引用：5難度：0.3

  解析