2024年4月2日发(作者：)

2022年普通高等学校招生全国统一考试

(浙江卷)

英 语

第一部分 听力 (共两节，满分30分)

做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟

的时间将试卷上的答案转涂到答题卡上。

第一节 (共5小题；每小题1.5分，满分7.5分)

听下面5段对话。每段对话后有一个小题，从题中所给的A、B、

C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段

对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

例：How much is the shirt?

A. ￡19.15. B. ￡9.18. C. ￡9.15.

答案是C。

1. What will the speakers do next?

A. Check the map.

B. Leave the restaurant.

C. Park the car.

2. Where are the speakers?

A. At a bus stop B. At home C. At the airport.

3. What did the speakers do last week?

A. They had a celebration dinner.

B. They went to see a newborn baby.

C. They sent a mail to their neighbors.

4. Why does the man make the phone call?

A. To cancel a weekend trip.

B. To make an appointment.

C. To get some information.

5. What does the man probably want to do?

A. Do some exercise.

B. Get an extra key.

C. Order room service.

第二节 (共15小题；每小题1.5分，满分22.5分)

听下面5段对话或独白。每段对话或独白后有几个小题，从题

中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应

位置。听每段对话或独白前，你将有时间阅读各个小题，每小题

5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或

独自读两遍。

听第6段材料，回答第6、7题。

6. Why does the woman come to the man?

A. To ask for permission.

B. To extend an invitation.

C. To express thanks.

7. When are the students going to the museum?

A. On Friday. B. On Saturday. C. On Sunday.

听第7段材料，回答第8至10题。

8. What are the speakers talking about?

A. Buying groceries. B. Choosing gifts. C. Seeing friends.

9. Who is Clara?

A. The man’s wife.

B. The man’s sister.

C. The man’s daughter.

10. How much did the man spend on the city passes?

A. $36. B. $50. C. $150.

听第8段材料，回答第11至13题。

11. Why did Tracy bring dogs to the children?

A. To teach them to love animals.

B. To help them gain confidence.

C. To protect them from dangers.

12. What is Kevin’s concern about the dog?

A. They may misbehave.

B. They may get hurt.

C. They may carry diseases.

13. What will Helen do tomorrow morning?

A. Give a talk.

B. Meet the children.

C. Take some photos.

听第9段材科，回答第14至17题。

14. What is the man doing?

A. Attending a lecture.

B. Hosting a workshop.

C. Conducting an interview.

15. Why is Emily doing unpaid work in the new season of the show?

A. To follow the latest trend.

B. To help raise the crew’s pay.

C. To support the post-production.

16. What enables Emily to try different things in her field?

A. Her college education.

B. Her teaching experience.

C. Her family tradition.

17. What does Emily think of her work at the Film Centre?

A. Boring. B. Rewarding. C. Demanding.

听第10段材料，回答第18至20题。

18. Who is the speaker talking to?

A. Sports club members.

B. International tourists.

C. University students.

19. Where did Emma work for a rugby team?

A. In Manchester. B. In Dublin. C. In Vancouver.

20. What can be a challenge to Emma’s work?

A. Competition in the health care industry.

B. Discrimination against female scientists.

C. Influence of misinformation on the public.

第二部分 阅读理解 (共两节，满分35分)

第一节 (共10小题；每小题2.5分，满分25分)

阅读下列短文，从每题所给的A、B、C和D四个选项中，选出

最佳选项，并在答题纸上将该项涂黑。

A

Pasta and pizza were on everyone’s lunch menu in my native

land of Italy. Everyone who had such a lunch was fair-skinned and

spoke Italian. A few years later, as I stood in the lunch line with my

kindergarten class in a school in Brooklyn, I realized things were no

longer that simple. My classmates ranged from those kids with pale

skin and large blue eyes to those with rich brown skin and dark hair.

The food choices were almost as diverse as the students. In front of

me was an array of foods I couldn’t even name in my native language.

Fearing that I would pick out something awful, I desperately tried to

ask the boy ahead of me for a recommendation. Unfortunately,

between us stood the barrier of language.

Although my kindergarten experience feels like a century ago,

the lessons I learned will stick in my mind forever. For the past three

summers, I have worked in a government agency in New York. New

immigrants — much like the little girl in the lunch line — flooded

our office seeking help. I often had to be an interpreter for the

Italian-speaking ones. As I served the role of vital communication

link, I was reminded of my desperate struggle to converse before I

learned English. I watched with great sympathy as elderly Italians

tried to hold a conversation in Italian with people who did not speak

the language. It suddenly became very clear to me how lucky I was

to be fluent in two languages.

In New York, a multicultural city, students like me are blessed

with a chance to work with a diverse population. In my English to

Italian translations, I’ ve learned about social programs that I didn’t

know existed. This work expanded my mind in ways that are

impossible inside the four walls of a classroom. Walking through the

streets of Brooklyn today, I am no longer confused by this city’s

sounds and smells. Instead, I enjoy its diversity.

21. What did the author realize after entering school in Brooklyn?

A. Time passed quickly. B. English was hard to learn.

C. The food was terrible. D. People were very different.

22. Who does “the little girl” in paragraph 2 refer to?

A. An Italian teacher. B. A government official.

C. The author herself. D. The author’s classmate.

23. How did the summer job benefit the author?

A. It strengthened her love for school.

B. It helped sharpen her sense of direction.

C. It opened her eyes to the real world.

D. It made her childhood dream come true.

B

All around the world, there are small changes taking place. At

the side of roads, behind school playgrounds and on all kinds of

unloved pieces of land across towns and cities, tiny forests barely the

size of tennis courts are appearing, making a great place for both

wildlife and local people who may not normally have easy access to

nature. This is the Tiny Forest movement, which aims to prove that

the best things in life really do come in small packages.

Tiny forests were first pioneered as a concept in the 1970s by

Dr Miyawaki, a Japanese botanist. As he went on to share his

concept with others, the idea soon took off in India and other

countries before eventually reaching Europe, where it became

popular in places like France, Belgium and the Netherlands.

So how does it work? Louise Hartley, who is leading the Tiny

Forest project in the UK, explains that the process begins by

identifying areas in which a tiny forest could have the biggest

influence. “We focus on urban areas where access to nature is often

not that easy,” says Hartley. “We see it as a chance to try to break

the growing disconnect between people and nature.”

In a Tiny Forest, there must be a minimum of 600 trees, and the

trees are planted much closer together and without chemicals or

fertilisers (肥料). There are usually around 30 different kinds of

all-native tree species (物种). This variety, coupled with the fact that

tiny forests grow up to ten times faster than standard forests, means

they attract a rich abundance of wildlife. It’s also thought that these

places could help reduce the risk of flooding, remove carbon from

the atmosphere and fight climate change, as well as improving the

mental health of those living locally.

24. What do we know about the Tiny Forest movement?

A. It has achieved notable success.

B. It is led by a number of schools.

C. It began in Europe in the 1970s.

D. It will spread to the countryside.

25. What is the purpose of the project led by Hartley in the UK?

A. To promote eco-tourism. B. To improve forestry research.

C. To popularise gardening. D. To get people close to nature.

26. What is special about the trees in a Tiny Forest?

A. They are small in size. B. They are thickly planted.

C. They are foreign species. D. They are heavily fertilised.

C

Many people believe that working to the maximum is the secret

to success, but research has found that moderation (适度) also gets

results on the job.

In a study led by Ellen Langer of Harvard University,

researchers asked people to translate sentences into a new made-up

language. Subjects who practiced the language moderately

beforehand made fewer errors than those who practiced extensively

or not at all. High levels of knowledge can make people too attached

to traditional ways of viewing problems across fields — the arts,

sciences, and politics. High conscientiousness is related to lower job

performance, especially in simple jobs where it doesn’t pay to be a

perfectionist.

How long we stay on the clock and how we spend that time are

under careful examination in many workplaces. The young banker

who eats lunch at his desk is probably seen as a go-getter, while his

colleagues who chat over a relaxed conference-room meal get dirty

looks from the corner office. “People from cultures that value

relationships more than ours does are shocked by the thought of

eating alone in front of a computer,” says Art Markman, a professor

of psychology at the University of Texas, Austin. Social interaction

has been shown to lift mood (情绪) and get people thinking in new

directions and in ways that could help improve any post-lunch effort.

Markman also promotes off-task time. “Part of being a good

thinker is experiencing things that are seemingly unrelated to what

you are working on at the moment but give you fresh ideas about

your work,” he says. “Also, there is a lot of research showing that a

positive mood leads to higher levels of productivity and creativity.

So, when people do things to increase their life satisfaction, they also

make themselves more effective at work.”

27. What does Ellen Langer’s study show?

A. It is worthwhile to be a perfectionist.

B. Translation makes people knowledgeable.

C. Simpler jobs require greater caution.

D. Moderate effort produces the best result.

28. The underlined word “go-getter” in paragraph 3 refers to

someone who ________.

A. is good at handling pressure

B. works hard to become successful

C. has a natural talent for his job

D. gets on well with his co-workers

29. What can be inferred from the last paragraph?

A. A good thinker is able to inspire other people.

B. Experience unrelated to your job is useless.

C. A cheerful mood helps make a creative mind.

D. Focusing on what you do raises productivity.

30. What does the text seem to advocate?

A. Middle-of-the-road work habits.

B. Balance between work and family.

C. Long-standing cultural traditions.

D. Harmony in the work environment.

第二节 (共5小题；每小题2分，满分10分)

根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。

选项中有两项为多余选项。