2024年4月23日发(作者：)

广东省广州市第六十五中学2023-2024学年高三上学期11月

月考英语试题

学校

:___________

姓名：

___________

班级：

___________

考号：

___________

一、阅读理解

Thanks For Giving 4 Miler

Thurs. November 23, 2023

The Event

Sign up today for the 2023 Thanks For Giving 4 Miler and Kids Dash that will take

place this Thanksgiving in New Albany! Come out and join us for a fun kick off to

Thanksgiving Day festivities! As always, 100% of our net proceeds go to help those in need.

All are welcome, including competitive runners, joggers, and walkers wanting to enjoy

time with friends and loved ones. Registration ends on November 22, 2023.

The Fee

There is no official race fee. You can give as much or as little as you want. However-a

$40 minimum donation is required to get our soft T-shirt. Our goal is to feed as many families

in Central Ohio as we can. You can help by running our race, spreading the word, or making a

donation. You may bring any donation you want, from a can of soup to cash. Let’s make a

difference.

Event Day Timeline

6:30 am: Race day check-in begins.

8:00 am: Opening ceremony (

仪式

) begins!

8:15 am: Kids Dash begins!

8:30 am: The Thanks For Giving 4 Miler kicks off!

Awards

The top three overall male and female finishers will receive a gift certificate. The top

three male and female finishers in each of the following age groups will receive a pumpkin

(

南瓜

) pie: 14 and under, 15-19, 20-24, 25-29, 30-34, 35-39, 40-44, 45-49, 50-54, 55-59,

60-64, 65-69, 70 and above. Every participant of the kids race receives a finisher’s medal!

Safety

For safety, please no bicycles, skateboards, inline skates, or participation with pets.

1

．

What is Thanks For Giving 4 Miler and Kids Run?

试卷第1页，共11页

A

．

A marathon race.

C

．

A kid-targeted activity.

B

．

A charity event.

D

．

A holiday get-together.

2

．

What will a man ranking second in his age group be sure to win?

A

．

A soft T-shirt.

C

．

A gift certificate.

3

．

What is required for participation?

A

．

Bringing a donation.

B

．

Reaching a certain age.

C

．

Registering in advance.

D

．

Wearing safety equipment.

Five-year-old Mustafa is smiling for the first time in ages. She did not receive a new toy

or her favorite candy; rather, she got a wig (

假发

).

Mustafa had to go through painful procedures after being diagnosed (

诊断

) with cancer

at an early age. Her father expressed her sadness when she lost her hair after months of

chemotherapy (

化疗

). “She saw children her age jumping in playgrounds and spending hours

styling their hair, while she couldn’t. Losing her hair made her hopeless, negatively impacting

her response to treatment,” the girl’s father said.

Coming from a less fortunate family, Mustafa now sits in a humble hairdresser’s in Cairo,

sliding her fingers through her new long hair as she looks in the mirror with fresh enthusiasm.

Behind that smile and renewed confidence is Salam, from Egypt, who has been personally

funding and designing free wigs for children with cancer to give them power to defeat their

illness.

Salam took up his mission when he saw a viral video on social media of a young cancer

patient who was excited at receiving a new wig. It was the moment when he decided to

provide free wigs to children with cancer to lift up their spirits. “Many families can barely

afford expensive cancer treatment costs, let alone costly cosmetic (

美容

) services that can

play a huge role in restoring children’s confidence and giving them strength to continue their

treatment,” said Salam.

As part of the self-funded initiative, Salam purchases the necessary requirements to

make a wig, while his father helps design hairstyles to serve different children. So far, Salam

has helped over 15 children walk out of his shop empowered with big smiles.

试卷第2页，共11页

B

．

A pumpkin pie.

D

．

A finisher’s medal.

Despite the several challenges, Salam said making wigs gives him as much happiness as

it does for his young customers. “Children need the emotional and moral support to go

through this tough illness.” He added, “Losing their hair drives them to withdraw into

themselves out of fear and embarrassment. I cannot help in their treatment, but I can help

them get through it.”

4

．

Why are a toy and candy mentioned in paragraph 1?

A

．

To suggest the girl’s age.

B

．

To imply a serious illness.

C

．

To show the shortage of toys.

D

．

To highlight the value of the wig.

5

．

What can be learned from the father’s words?

A

．

Hair style matters much.

B

．

Sports benefit Mustafa.

C

．

Hair loss depressed Mustafa.

D

．

Mustafa’s treatment failed.

6

．

What led to Salam’s decision on the mission?

A

．

His sympathy.

B

．

Family support.

C

．

Govemment fund.

D

．

Mustafa’s enthusiasm.

7

．

What kind of person is Salam according to the passage?

A

．

Cautious and creative.

C

．

Caring and determined.

The integration of artificial intelligence (AI) in educational technology (EdTech) has

brought incomparable convenience and efficiency to classrooms worldwide. However, despite

these advancements, it is crucial to recognize the challenges these AI-driven tools pose to the

autonomy and professional judgment of instructors.

One of its primary concerns is the depersonalization of instruction. These tools often rely

on pre-packaged digital content and standardized solutions, leaving insufficient room for

instructors to tailor their teaching methods. Each student possesses unique characteristics.

Instructors, armed with their wealth of experience and knowledge, are best positioned to

试卷第3页，共11页

B

．

Inspiring and talented.

D

．

Ambitious and patient.

tailor their approaches to these individual needs. However, AI-driven tools restrict their

ability to do so effectively, resulting in a one-size-fits-all approach that fails to inspire

students to reach their maximum potential.

EdTech companies offer step-by-step solutions to textbook problems. These are intended

to act as study aids. However, some students employ this feature as a means to merely copy

solutions without comprehending concepts. Consequently, instances of cheating on

assignments and exams become widespread. While these tools may offer convenience,

students may use external resources or cooperate with others during quizzes, affecting the

honesty of their learning outcomes.

The implications of this depersonalization and the increase in academic dishonesty are

far-reaching. By decreasing the role of instructors as facilitators of meaningful educational

interactions, we run the risk of preventing the growth of critical thinking and problem-solving

skills among students. Education should not only focus on knowledge acquisition, but should

also develop the ability to analyze, evaluate, and apply that knowledge in real-world contexts.

It should help one’s mind grow, not simply memorize information. Through dynamic

classroom discussions, cooperative projects, and hands-on activities, instructors play a crucial

role in developing these essential skills.

While AI-driven EdTech tools undeniably have their virtues, we must not lose sight of

the importance of preserving instructor autonomy and educational experience. Instead of

relying only on pre-packaged content and standardized solutions, these tools should be

designed to empower instructors to adapt and customize their approaches while taking full

advantage of the benefits of technology.

8

．

What do the underlined words “the depersonalization of instruction” in paragraph 2 refer

to?

A

．

Tailored methods for individuals. B

．

Instructors’ dependence on Al.

C

．

Insufficient resources of Al-driven tools. D

．

The one-size-fits-all approach.

9

．

What is paragraph 3 mainly about?

A

．

A possible solution.

B

．

A further problem.

C

．

A well-meant intention.

D

．

A suggested application

10

．

In what aspect do students suffer most with AI-driven EdTech education?

试卷第4页，共11页

A

．

Thinking skills.

C

．

Interest development.

B

．

Teamwork building.

D

．

Knowledge acquisition.

11

．

What is conveyed about Al-driven EdTech tools in the last paragraph?

A

．

They should be used widely.

B

．

Their benefits deserve our attention.

C

．

Their resources need enriching.

D

．

They should support instructor autonomy.

In 1970s, a psychologist named J. P. Guilford conducted a famous study of creativity

known as the nine-dot puzzle (

九点谜题

). He challenged research subjects to connect all nine

dots using just four straight lines without lifting their pencils from the page. All the

participants limited the possible solutions to those within the imaginary square. Only 20

percent managed to break out of the confinement (

束缚

) and continue their lines in the white

space surrounding the dots.

The fact that 80 percent of the participants were effectively blinded by the boundaries of

the square led Guilford to jump to the sweeping conclusion that creativity requires you to go

outside the box. The idea went viral. Overnight, it seemed that creativity experts everywhere

were teaching managers how to think outside the box. The concept enjoyed such strong

popularity that no one bothered to check the facts. No one, that is, before two different

research teams-Clarke Burnham with Kenneth Davis, and Joseph Alba with Robert

Weisberg-ran another experiment.

Both teams followed the same way of dividing participants into two groups. The first

group was given the same instructions as the participants in Guilford’s experiment. The

second group was told that the solution required the lines to be drawn outside the imaginary

box. Guess what? Only 25 percent solved the puzzle. In statistical terms, this 5 percent

improvement is insignificant as this could be called sampling error.

Let’s look a little more closely at the surprising result. Solving this problem requires

people to literally think outside the box. Yet participants’ performance was not improved even

when they were given specific instructions to do so. That is, direct and clear instructions to

think outside the box did not help. That this advice is useless should effectively have killed

off the much widely spread — and therefore, much more dangerous — metaphor (

比喻

) that

out-of-the-box thinking boosts creativity. After all, with one simple yet brilliant experiment,

试卷第5页，共11页

researchers had proven that the conceptual link between thinking outside the box and

creativity was a misunderstanding.

12

．

What did the nine-dot puzzle study focus on?

A

．

Visual perception.

B

．

Thinking patterns.

C

．

Practical experience.

D

．

Theoretical knowledge.

13

．

Why did the two research teams run the follow-up experiment?

A

．

To test the catchy concept.

B

．

To contradict the initial idea.

C

．

To collect supporting evidence

D

．

To identify the underlying logic.

14

．

Which of the following best describes the follow-up experiment?

A

．

Groundless. B

．

Inspiring. C

．

Fruitless. D

．

Revealing.

15

．

Which is the best title for the passage?

A

．

Puzzle Solving: A Key To Creativity

B

．

Thinking Outside the Box: A Misguided Idea

C

．

Nine-Dot Puzzle: A Magic Test

D

．

Creative Thinking: We Fell For The Trap

二、七选五

A majority of the people do not read the classics. Their reasons begin with the language

being too difficult and end with the storyline to distant to the present context. Love for

classics is obviously not at first sight. 16 We begin as acquaintances (

泛泛之交

) and

eventually become close friends with private jokes between us. So how does one approach a

classic?

Don’t be afraid to be confused.

We get it: it’s hard to power through confusion. It doesn’t feel great when a book makes

you feel confused. Every reader has to start somewhere. 17 Instead, be proud of

yourself for trying, and get excited about all the new things you’ll learn.

Research, research, research.

试卷第6页，共11页