資源簡(jiǎn)介

2024—2025學(xué)年(下)安徽高二3月調(diào)研考試
英語(yǔ)
考生注意：
1. 答題前，考生務(wù)必將自己的姓名、考生號(hào)填寫在試卷和答題卡上，并將考生號(hào)條形碼粘貼在答題卡上的指定位置。
2. 回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)。回答非選擇題時(shí)，將答案寫在答題卡上。寫在本試卷上無效。
3. 考試結(jié)束后，將本試卷和答題卡一并交回。
第一部分 聽力(共兩節(jié)，滿分30分)
做題時(shí)，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有2分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。
第一節(jié)(共5小題;每小題1.5分，滿分7.5分)
聽下面5段對(duì)話。每段對(duì)話后有一個(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)。聽完每段對(duì)話后，你都有10秒鐘的時(shí)間來回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。
例：How much is the shirt
A. 19.15. B. 9.18. C. 9.15.
答案是C。
1. What did the woman do in the morning
A. She went to the zoo. B. She did the housework. C. She helped the man with his homework.
2. Why did the man refuse to apologize to Jenny
A. Jenny threw his books everywhere. B. Jenny broke his pencil box. C. Jenny refused to help him.
3. What’s the probable relationship between the speakers
A. Roommates. B. Strangers. C. Co-workers.
4. How much money does the woman have
A. $18.00. B. $8.00. C. $10.00.
5. What caused Bob to fail the exam according to the man
A. He didn’t work hard enough. B. He wasn’t careful. C. He didn’t have a study plan.
第二節(jié)(共15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. What does the woman probably do
A. A salesperson. B. An accountant. C. A receptionisl.
7. Why does the man want to change the reservation
A. He needs to take an exam.
B. He has to buy some drinks.
C. The bigger meeting room has been taken up.
聽第7段材料，回答第8至10題。
8 Why did the man see the doctor yesterday
A. He suffered from headaches. B. His stomach didn’t work well. C. He had a serious back pain.
9. How does the man feel about the doctor’s advice
A. Satisfied. B. Uncertain. C. Confused.
10. How will the man deal with his problem
A. By taking medicine. B. By going to the beach. C. By thinking about nice things.
聽第8段材料，回答第11至13題。
11. What did the man buy at the new market
A. A volleyball. B. A suitcase. C. A pair of shorts.
12. Who bought a CD
A. David. B. John. C. Anna.
13. How many people are there in the man’s family C. Seven.
A. Five. B. Six.
聽第9段材料，回答第14至16題。
14. Why does the man make the call
A. To offer suggestions. B. To post important documents. C. To complain about the poor service.
15. What problem did the delivery man encounter
A. The box was damaged during delivery.
B. He couldn’t read the address clearly.
C. There was no such address.
16. What is the woman going to do
A. Get in touch with the Dallas office. B. Give the man’s money back. C. Send the items to the man.
聽第10段材料，回答第17至20題。
17. What is the speaker doing
A. Introducing a new college.
B. Making an announcement.
C. Sharing some personal experiences.
18. Why won’t the staff of the History Department move
A. Their new offices are unavailable. B. They are too busy to move. C. They prefer the old campus.
19. When will the engineering students’ move end
A. In about a week. B. In two days. C. Next month.
20. Who has moved downtown
A. The agriculture students. B. The arts students. C. The law students.
第二部分 閱讀(共兩節(jié)，滿分50分)
第一節(jié)(共15小題;每小題2.5分，滿分37.5分)
閱讀下列短文，從每題所給的A、B、C和D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
A
Nature’s classroom: Educational forests in the Bolivian Amazon
Through this project, students are encouraged to explore academic subjects in the heart of the forest, bringing together formal education and traditional folk knowledge.
What the project offers
Hands-on activities such as identifying forest species taking nature walks, and participating in mushroom photography contests.
Academic subjects taught through these outdoor experiences, with students creating descriptions to explain the relationships among living creatures.
Chances for educators to promote the use of natural resources—branches leaves, soil, and streams—alongside modern technology such as binoculars (雙筒望遠(yuǎn)鏡) and species identification software.
Teaching activities
Primary school students begin by identifying trees, exploring the practical uses of wood and plants, and practicing math by counting trees along trails. They express their newfound knowledge through drawing and painting. Secondary school students research deeper, examining biodiversity and the environment through subjects such as accounting, chemistry, poetry and music. They engage in cultural exchanges with students from other regions, discussing environmental issues and cultural heritage.
Additionally, parents are required to help to set up community forests, designated areas either owned by the community or given by a family. Maintenance, such as repairing paths, is carried out regularly by parents and secondary school students.
Time & Schedule
Activities in the forest are carried out between May and October, according to local weather conditions and the schools’ calendars.
Each class participates in forest activities at least five times during this period, with an additional three chances dedicated to exchanges with other students.
1. What can participants do in the project
A. Conduct field research.
B. Listen to lectures on forest protection.
C. Understand the relationship between humans and nature better.
D. Get more skillful in applying technology to their academic study.
2. How do the activities for primary school students differ from those for secondary ones
A. Primary school students have more chances for exchanges.
B. Secondary school students don’t do hands-on activities.
C. Secondary school students focus on counting trees and drawing.
D. Primary school students’ activities are more about basic exploration.
3. What can be known about the activities
A. Standard tests are held to check the effect.
B. Cultural exchanges are the feature of them.
C. They are carried out for a certain period of time.
D. Family involvement is not always necessary.
B
Victory in sports doesn’t depend entirely on the playing field. Quite often, the key battlefield lies within an athlete’s mind. While psychologists are increasingly sought by sporting institutions eager to develop a winning mindset (心態(tài)), they are not always the answer when it comes to dealing with off-field issues.
To ensure athletes’ well-being, Sports Chaplaincy UK steps in, offering the support of over 600 consultants throughout British sports. Their services, described as “pastorally proactive, spiritually reactive”, are available to individuals of all faiths or none, providing a unique form of guidance and care.
Simon Bailey, the national chaplain for horse racing, is one such figure. Based in Newmarket, he helps jockeys (賽馬騎師) deal with the pressures of a challenging sport where even its best competitors will lose many more races than they win. “Despite being a top-tier sport, there’s still an unfavorable perception associated with showing weakness,” Simon explains. “If you voice something personal, it’s often seen as a sign of weakness. Jockeys don’t want to tell their bosses, and sometimes not even their closest friends. That’s where I come in — as a private first point of contact, someone they can confide in (吐露心聲) and unburden themselves.”
The need for such support is evident. A 2019 Racing Welfare survey found that 87% of jockeys had experienced stress, anxiety or depression in the previous 12 months. In an increasingly competitive society, Simon’s approach proves to be a rare moment of nonjudgmental shelter. “A couple of years ago we sat in a room with a jockey who, to all intents and purposes, had blown it. It was all over. And I didn’t really do anything but sit in that room when nobody else would. He understood what he’d done wrong and what to do to put it right. He went above that, and he’s back doing what he loves. It’s amazing when, against all odds, somebody pulls through.
4. What is the main purpose of Sports Chaplaincy UK
A. To develop effective teamwork. B. To boost athletic performance.
C. To improve coaching techniques. D. To support athletes’ mental well-being.
5. Why are jockeys unwilling to share their personal struggles
A. They don’t trust anyone around them. B. They are afraid of being judged as weak.
C. They prefer to handle personal issues privately. D. They fear it might affect their professional career.
6. What is the author’s attitude towards Simon Bailey’s approach
A. Appreciative. B. Doubtful. C. Uncaring. D. Critical.
7. Which of the following is the best title for the text
A. The Role of Psychologists in Sports
B. Overcoming Challenges in Horse Racing
C. Simon Bailey: A Lifeline for Struggling Jockeys
D. Sports Chaplaincy UK: Offering More than Just Spiritual Aid
C
Farm robots guided by GPS can plant and harvest different types of crops in close nearness, enabling beneficial interactions between species and potentially boosting biodiversity.
Strip cropping — dividing fields into narrow rows containing different crops — is a common practice. Now, robotic technology is making it possible to space crops closer together than ever before. Kit Franklin from Harper Adams University in the UK explains that it’s like taking the diverse planting approach used in a small allotment (小菜地) and expanding it to a much larger scale (規(guī)模) with the help of machinery.
Franklin presented the results of experiments cried out on the Hands-Free Farm at the Harper Adams University campus in Shropshire, UK. On the farm, self-driving robots are equipped with a seed drill that puts crops in 2-metre-wide rows and a combine harvester that collects the mature plants once they are ready to harvest. This year, the university ran an experiment on half a hectare of land, with repeating rows of wheat, barley and beans.
“We’ve been able to plant those crops as separate strips and then lend them as separate crops,” says Franklin. “That is hard to do with conventional farm machinery. The crops have a beneficial impact on each other, with beans drawing nitrogen (氮) — which wheat and barley require to grow — down into the soil and storing it. The one is potentially feeding the other.”
Feeding plants like this reduces the need for fertilizers (肥料), and planting crops of varying heights, which are harvested at different times, can increase the sunlight each row gets, boosting growth. Moreover, the arrangement of crops with different harvest times allows farmers to plan their farming activities more reasonably throughout the year, preventing the over-concentration of farming operations during a specific period.
Felicity Crotty at the Royal Agricultural University in the UK says the approach could be beneficial. “You’re actually increasing your biodiversity on the farm, and also that potentially reduces pest pressure,” she says. “But relatively small-scale experiments like this may not translate into industrial farming.”
8. What can be inferred about robotic farming
A. It helps achieve high-precision crop planting.
B. It influences biodiversity in an undesired way.
C. It struggles to closely space different crops.
D. It places heavy demands on the operators.
9. Which is a potential outcome of planting beans with wheat and barley
A. Higher need for fertilizers. B. Enhanced nitrogen availability.
C. Stronger competition among species. D. Decreased element concentration in the soil.
10. What’s the main idea of paragraph 5
A. The advantages of strip farming. B. The harmful effects of using fertilizers.
C. The importance of sunlight on plant growth. D. The success of diverse cropping methods.
11. What does Crotty imply about the robotic-technology-based strip cropping
A. It will be widely applied soon.
B. It may only be suitable for certain kinds of crops.
C. It faces challenges in scaling up to industrial levels.
D. It brings more environmental benefits than expected.
D
We know this generation of children is experiencing shockingly high rates of mental health crises. I am as concerned as anyone else, but I’ve been surprised that one key word is missing from the discussion: boundaries (邊界).
The cost of failing to set boundaries has never been higher. Decades ago, if parents didn’t manage to maintain boundaries, a child might have eaten an extra cupcake or stayed out too late. Today the results are more severe, including children freely scrolling through TikTok at age 8 or spending endless hours playing video games, while ignoring real-world interactions. I agree that we are faced with a crisis related to phones and social media, but I also see a crisis of strong leadership - Sturdy Leadership, exactly at a time when our kids need it more than ever.
Sturdy Leadership is a model of parental authority where parents both hold boundaries and stay connected to a child or, actually, improve connection through those moments. They do this by validating their child’s feelings while holding firm on what is best for everyone. Imagine your 5-year-old wants you to buy a toy at a toy store, although you said you were only going in to buy a birthday present for a cousin. Your 5-year-old starts begging for a toy. Sturdy Leadership, in response, would look like: “I get it. It’s hard to see so many fun toys and not get something. Today I’m only buying a toy for your cousin. I can take a picture of what you want so we can remember it later. I love you. We’ll get through this together.”
When the day comes that our kids ask for a phone or an Instagram account, our approach will not be limited to some universally recognized “media policy” we have as parents; our approach will simply be an extension of the way we’ve always interacted with our kids regarding their desires and requests.
Phones and social media are preventing our kids’ ability to flourish, but at the same time, parents also need more support. We need to expand the conversation so that rather than feeling locked in fear, we are aware of the practical skills we can develop to bring about change and support our children.
12. What was a result of parents not setting boundaries in the past
A. Children would suffer mental problems. B. Children might have minor misbehavior.
C. Children might be addicted to social media. D. Children would lack social skills.
13. Which of the following best describes the Sturdy Leadership model
A. It means parents always say “no” to their children.
B. It encourages children to make decisions on their own.
C. It combines boundary-setting with emotional connection.
D. It involves sitting boundaries without considering children’s feelings.
14. What does the underlined word “validating” in paragraph 3 probably mean
A. Transforming. B. Ignoring. C. Acknowledging. D. Recording.
15. What does the author suggest parents do about children’s phone and social media use
A. Use strict time limits to control access.
B. Allow more frequent use to adapt to the digital age.
C. Avoid discussing the issue until their children are old enough.
D. Apply practical parenting methods to support their children.
第二節(jié)(共5小題;每小題2.5分，滿分12.5分)
根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Every year, somewhere in the world, a huge crowd gets out of control, resulting in hundreds of helpless victims suffocating (窒息). ____16____ Here’s what science offers as advice that could help get you out safely.
When it comes to the contact with a crowd, the best course of action is to just move away. Experts suggest a rule-of-thumb, average of 2.5 people per square meter at concerts and events. ____17____ If you are not actually touching people around you, crowd density (密度) is likely below 3 people per square meter. But if you cannot move your hands freely, you are in danger.
Keep your balance. ____18____ At this point, physical contact is so intense that even the smallest movements spread like ripples (漣漪) through the crowd. Individuals can lose control of their own bodies. If you are trapped in a dense crowd, you must focus 100% on keeping your balance.
Go with the flow and help others. ____19____ But when you are trapped in a crowd, it is a waste of valuable energy to fight it. Instead, you should go with the flow, while trying not to fall. Always remember that you are not alone, so help people around you and work together if you can.
Be wise with the use of oxygen. The vast majority of deaths in connection with crowd accidents are due to breath failure. Oxygen is your most valuable resource; you should economize on it when you are in a densely packed crowd. ____20____
A. Rather, you have to move away immediately.
B. It accounts for most deaths and risks in a crowd.
C. This helps people to avoid most dangerous situations.
D Try to control your breathing and avoid screaming or shouting.
E. But there are opportunities to avoid potentially deadly situations.
F. Crowd density becomes dangerous at 6 to 7 people per square meter.
G. When we are pushed, it is natural to fight against the pressure and push back.
第三部分 語(yǔ)言運(yùn)用(共兩節(jié)，滿分30分)
第一節(jié)(共15小題;每小題1分，滿分15分)
閱讀下面短文，從短文后各題所給的A、B、C和D四個(gè)選項(xiàng)中，選出可以填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
Six-year-old Henley Castilon is living with autism (自閉癥). However, she has ____21____ over 1,000 stuffed animals for children affected by a hurricane. Having found ____22____ in her own beloved stuffed animals, Henley was ____23____ to share that same feeling with children who had suffered great losses in the disaster.
“Stuffed animals are what always calm her down,” Alex Castilon, Henley’s father, noted. “On days when difficulties ____24____, it is her stuffed animals that offer her the strength to keep going.” ____25____ by her own experience, Henley expressed her pity, stating that she ____26____ to do something to help her friends who had lost their “stuffies” in the storm.
In a sincere act, Henley started by giving away around 30 of her own toys to children in the storm-hit area. Her efforts ____27____ attracted a wave of support from neighbors, friends, and even local businesses, all of whom were ____28____ and participated actively. Countless ____29____ poured in from both the local community and faraway areas. Some donors (捐贈(zèng)者) even covered long distances to _____30_____ stuffed animals at Henley’s community, which vividly showed that her initiative was _____31_____.
Jennifer Castilon, Henley’s mother, was filled with _____32_____ at her daughter’s generosity. “Henley was diagnosed with autism a couple of years ago,” Jennifer shared when _____33_____ her daughter’s journey. “A few years back, she struggled to communicate. Now, her _____34_____ to take the lead in this effort is well worth celebration.”
Henley’s initiative not only brings warmth to those in need but also _____35_____ the power of kindness and community spirit.
21. A. bought B. collected C. discovered D. made
22. A. curiosity B. responsibility C. similarity D. comfort
23. A. anxious B. grateful C. confident D. shy
24. A. lift B. surface C. submit D. vary
25. A. Scared B. Recognized C. Inspired D. Interrupted
26. A. remembered B. managed C. hesitated D. attempted
27. A. instantly B. secretly C. potentially D. absolutely
28. A. satisfied B. touched C. professional D. creative
29. A. shoes B. blankets C. items D. clothes
30. A. search for B. check up C. pick out D. drop off
31. A. short-lived B. far-reaching C. eye-opening D. ill-founded
32. A. pride B. concern C. peace D. ambition
33. A. promoting B. scheduling C. mentioning D. tracking
34. A. decision B. freedom C. right D. promise
35. A. matches B. restores C. measures D. demonstrates
第二節(jié)(共10小題;每小題1.5分，滿分15分)
閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式，并將答案填寫在答題卡上。
A 3D ancient wine vessel (酒杯) suddenly appears above a screen, floating in the air and moving in various directions under the instructions of a controller. Members of the crowd ____36____ (stand) in front of a computer screen at the eighth China Intangible Cultural Heritage Expo in Jinan, Shandong province, in mid-October let out cries of delight and awe. The visual presentation ____37____ (conduct) to help visitors gain a better appreciation of the artwork and its fine cloisonne craftsmanship (景泰藍(lán)工藝). However, such ____38____ amazing view was achieved without the help of wearable devices like VR glasses.
Thanks to 3D technology, viewers only need to adjust their position from the screen for built-in cameras ____39____ (get) their eye movements. The system uses algorithms (算法) to make the zun, an ancient wine vessel, come alive.
In the virtual world, the entire process of cloisonne production has been recreated, ____40____ makes it possible for the public to experience it in a short amount of time. In the real world, the art form is still not ____41____ (access) because of its high level of craftsmanship and the complex production processes ____42____ (involve).
Digital technology transforms visitors from passive viewers ____43____ active participants in passing on cultural heritage, helping enhance public cultural involvement and awareness of ____44____ (preserve). At the same time, it breaks the limits of time and space, offering more people the opportunity to learn as well as pass on these traditional arts. It also stimulates the younger generations’ interest _____45_____ promotes the development of cultural heritage.
第四部分 寫作(共兩節(jié)，滿分40分)
第一節(jié)(滿分15分)
46. 上周，你校舉辦了“科技與綠色生活攜手進(jìn)校園”活動(dòng)。請(qǐng)你寫一篇報(bào)道向校英文報(bào)投稿，內(nèi)容包括：
1. 活動(dòng)內(nèi)容；
2. 活動(dòng)反響。
注意：1. 寫作詞數(shù)應(yīng)為80個(gè)左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Technology Meets with Green Living on Campus
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第二節(jié)(滿分25分)
47. 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。
“Aisha, it’s your turn to read the second paragraph,” Miss Eman said softly, her eyes scanning the class as everyone shifted in their seats.
Aisha’s heart raced as she unwillingly stood up. Her hands shook as she held the book. “One... su... summer, alo... along 1909, the... fa....father...” she stammered (結(jié)巴). The words seemed to jump all over the page, making it impossible to read. The class broke into laughter.
“Enough!” Miss Eman called out, throwing the duster (黑板擦) onto the whiteboard. The noise silenced everyone in no time. “Aisha, I’d like to speak with you after class,” she said gently. Aisha’s face turned red with embarrassment. “Yes…ma’am,” she whispered as she sank into her seat.
After the bell rang, Aisha slowly made her way to the teacher’s office, fearing the conversation. She knocked on the door softly. Miss Eman answered the door with a warm smile. “Please, sit down.” Miss Eman looked at Aisha. “You’re a bright student, Aisha. You do so well in everything except reading. What’s going on The words in the book are simple, but I see you struggling.”
Aisha looked down at her hands and explained that she suffered from dyslexia (讀寫困難癥). That meant the words just jumped around when she tried to read and it was really hard to focus. Miss Eman’s face softened with understanding. “Aisha, why didn’t you tell me earlier You don’t have to hide this. Being different just means you learn in a special way. There’s nothing to be ashamed of. I’ll bring some special reading materials to help you. We’ll work on this together, okay ” Aisha smiled, feeling hopeful for the first time.
The next day, during the break, Miss Eman handed Aisha a bag filled with special books. “These are from a reading center. They’re made for students with dyslexia. Let’s see how they work for you,” Miss Eman said. Aisha accepted the bag gratefully. “Thank you, ma’am.”
注意：1. 續(xù)寫詞數(shù)應(yīng)150個(gè)左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
In the following months, Aisha practiced hard with the materials.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When the results of the reading test were posted, Aisha was excited.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2024—2025學(xué)年(下)安徽高二3月調(diào)研考試
英語(yǔ)
考生注意：
1. 答題前，考生務(wù)必將自己的姓名、考生號(hào)填寫在試卷和答題卡上，并將考生號(hào)條形碼粘貼在答題卡上的指定位置。
2. 回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)。回答非選擇題時(shí)，將答案寫在答題卡上。寫在本試卷上無效。
3. 考試結(jié)束后，將本試卷和答題卡一并交回。
第一部分 聽力(共兩節(jié)，滿分30分)
做題時(shí)，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有2分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。
第一節(jié)(共5小題;每小題1.5分，滿分7.5分)
聽下面5段對(duì)話。每段對(duì)話后有一個(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)。聽完每段對(duì)話后，你都有10秒鐘的時(shí)間來回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。
例：How much is the shirt
A. 19.15. B. 9.18. C. 9.15.
答案是C。
1. What did the woman do in the morning
A. She went to the zoo. B. She did the housework. C. She helped the man with his homework.
2. Why did the man refuse to apologize to Jenny
A. Jenny threw his books everywhere. B. Jenny broke his pencil box. C. Jenny refused to help him.
3. What’s the probable relationship between the speakers
A. Roommates. B. Strangers. C. Co-workers.
4. How much money does the woman have
A. $18.00. B. $8.00. C. $10.00.
5. What caused Bob to fail the exam according to the man
A. He didn’t work hard enough. B. He wasn’t careful. C. He didn’t have a study plan.
第二節(jié)(共15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. What does the woman probably do
A. A salesperson. B. An accountant. C. A receptionisl.
7. Why does the man want to change the reservation
A. He needs to take an exam.
B. He has to buy some drinks.
C. The bigger meeting room has been taken up.
聽第7段材料，回答第8至10題。
8. Why did the man see the doctor yesterday
A. He suffered from headaches. B. His stomach didn’t work well. C. He had a serious back pain.
9. How does the man feel about the doctor’s advice
A. Satisfied. B. Uncertain. C. Confused.
10. How will the man deal with his problem
A. By taking medicine. B. By going to the beach. C. By thinking about nice things.
聽第8段材料，回答第11至13題。
11. What did the man buy at the new market
A. A volleyball. B. A suitcase. C. A pair of shorts.
12. Who bought a CD
A. David. B. John. C. Anna.
13. How many people are there in the man’s family C. Seven.
A. Five. B. Six.
聽第9段材料，回答第14至16題。
14. Why does the man make the call
A. To offer suggestions. B. To post important documents. C. To complain about the poor service.
15. What problem did the delivery man encounter
A The box was damaged during delivery.
B. He couldn’t read the address clearly.
C. There was no such address.
16. What is the woman going to do
A. Get in touch with the Dallas office. B. Give the man’s money back. C. Send the items to the man.
聽第10段材料，回答第17至20題。
17. What is the speaker doing
A. Introducing a new college.
B. Making an announcement.
C. Sharing some personal experiences.
18. Why won’t the staff of the History Department move
A. Their new offices are unavailable. B. They are too busy to move. C. They prefer the old campus.
19. When will the engineering students’ move end
A. In about a week. B. In two days. C. Next month.
20. Who has moved downtown
A. The agriculture students. B. The arts students. C. The law students.
第二部分 閱讀(共兩節(jié)，滿分50分)
第一節(jié)(共15小題;每小題2.5分，滿分37.5分)
閱讀下列短文，從每題所給的A、B、C和D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
A
Nature’s classroom: Educational forests in the Bolivian Amazon
Through this project, students are encouraged to explore academic subjects in the heart of the forest, bringing together formal education and traditional folk knowledge.
What the project offers
Hands-on activities such as identifying forest species, taking nature walks, and participating in mushroom photography contests.
Academic subjects taught through these outdoor experiences, with students creating descriptions to explain the relationships among living creatures.
Chances for educators to promote the use of natural resources—branches, leaves, soil, and streams—alongside modern technology such as binoculars (雙筒望遠(yuǎn)鏡) and species identification software.
Teaching activities
Primary school students begin by identifying trees, exploring the practical uses of wood and plants, and practicing math by counting trees along trails. They express their newfound knowledge through drawing and painting. Secondary school students research deeper, examining biodiversity and the environment through subjects such as accounting, chemistry, poetry and music. They engage in cultural exchanges with students from other regions, discussing environmental issues and cultural heritage.
Additionally, parents are required to help to set up community forests, designated areas either owned by the community or given by a family. Maintenance, such as repairing paths, is carried out regularly by parents and secondary school students.
Time & Schedule
Activities in the forest are carried out between May and October, according to local weather conditions and the schools’ calendars.
Each class participates in forest activities at least five times during this period, with an additional three chances dedicated to exchanges with other students.
1. What can participants do in the project
A. Conduct field research.
B. Listen to lectures on forest protection.
C. Understand the relationship between humans and nature better.
D. Get more skillful in applying technology to their academic study.
2. How do the activities for primary school students differ from those for secondary ones
A. Primary school students have more chances for exchanges.
B. Secondary school students don’t do hands-on activities.
C. Secondary school students focus on counting trees and drawing.
D. Primary school students’ activities are more about basic exploration.
3. What can be known about the activities
A. Standard tests are held to check the effect.
B. Cultural exchanges are the feature of them.
C. They are carried out for a certain period of time.
D. Family involvement is not always necessary.
【答案】1. A 2. D 3. C
【解析】
【導(dǎo)語(yǔ)】這篇文章一是篇應(yīng)用文。主要介紹一個(gè)到森林中學(xué)習(xí)的項(xiàng)目。
【1題詳解】
細(xì)節(jié)理解題。根據(jù)What the project offers中的第一句“Hands-on activities such as identifying forest species, taking nature walks, and participating in mushroom photography contests. (識(shí)別森林物種、進(jìn)行自然漫步以及參與蘑菇攝影比賽等實(shí)踐活動(dòng))”可知，參與者在該項(xiàng)目中可以識(shí)別森林物種、自然漫步、蘑菇攝影比賽等活動(dòng)，即進(jìn)行實(shí)地研究。故選A項(xiàng)。
【2題詳解】
細(xì)節(jié)理解題。根據(jù)Teaching activities中的第一句“Primary school students begin by identifying trees, exploring the practical uses of wood and plants, and practicing math by counting trees along trails. (小學(xué)生從識(shí)別樹木開始，探索木材和植物的實(shí)際用途，并通過數(shù)小徑旁的樹木來練習(xí)數(shù)學(xué))”可知，小學(xué)生參與的項(xiàng)目都是相對(duì)基礎(chǔ)性的探索活動(dòng)。故選D項(xiàng)。
【3題詳解】
細(xì)節(jié)理解題。根據(jù)Time & Schedule中的第一句“Activities in the forest are carried out between May and October (根據(jù)當(dāng)?shù)靥鞖鉅顩r和學(xué)校日程安排，森林活動(dòng)通常在五月至十月間進(jìn)行。)”可知，這些活動(dòng)僅在特定時(shí)間段進(jìn)行。故選C項(xiàng)。
B
Victory in sports doesn’t depend entirely on the playing field. Quite often, the key battlefield lies within an athlete’s mind. While psychologists are increasingly sought by sporting institutions eager to develop a winning mindset (心態(tài)), they are not always the answer when it comes to dealing with off-field issues.
To ensure athletes’ well-being, Sports Chaplaincy UK steps in, offering the support of over 600 consultants throughout British sports. Their services, described as “pastorally proactive, spiritually reactive”, are available to individuals of all faiths or none, providing a unique form of guidance and care.
Simon Bailey, the national chaplain for horse racing, is one such figure. Based in Newmarket, he helps jockeys (賽馬騎師) deal with the pressures of a challenging sport where even its best competitors will lose many more races than they win. “Despite being a top-tier sport, there’s still an unfavorable perception associated with showing weakness,” Simon explains. “If you voice something personal, it’s often seen as a sign of weakness. Jockeys don’t want to tell their bosses, and sometimes not even their closest friends. That’s where I come in — as a private first point of contact, someone they can confide in (吐露心聲) and unburden themselves.”
The need for such support is evident. A 2019 Racing Welfare survey found that 87% of jockeys had experienced stress, anxiety or depression in the previous 12 months. In an increasingly competitive society, Simon’s approach proves to be a rare moment of nonjudgmental shelter. “A couple of years ago we sat in a room with a jockey who, to all intents and purposes, had blown it. It was all over. And I didn’t really do anything but sit in that room when nobody else would. He understood what he’d done wrong and what to do to put it right. He went above that, and he’s back doing what he loves. It’s amazing when, against all odds, somebody pulls through.
4. What is the main purpose of Sports Chaplaincy UK
A. To develop effective teamwork. B. To boost athletic performance.
C. To improve coaching techniques. D. To support athletes’ mental well-being.
5. Why are jockeys unwilling to share their personal struggles
A. They don’t trust anyone around them. B. They are afraid of being judged as weak.
C. They prefer to handle personal issues privately. D. They fear it might affect their professional career.
6. What is the author’s attitude towards Simon Bailey’s approach
A. Appreciative. B. Doubtful. C. Uncaring. D. Critical.
7. Which of the following is the best title for the text
A. The Role of Psychologists in Sports
B. Overcoming Challenges in Horse Racing
C. Simon Bailey: A Lifeline for Struggling Jockeys
D. Sports Chaplaincy UK: Offering More than Just Spiritual Aid
【答案】4. D 5. B 6. A 7. D
【解析】
【導(dǎo)語(yǔ)】這是一篇說明文。文章主要介紹了Sports Chaplaincy UK為運(yùn)動(dòng)員提供獨(dú)特支持，以解決其賽場(chǎng)外問題，還以賽馬運(yùn)動(dòng)的國(guó)家級(jí)牧師西蒙 貝利為例，說明其對(duì)賽馬騎師的幫助以及此類支持的必要性。
【4題詳解】
細(xì)節(jié)理解題。根據(jù)第二段“To ensure athletes’ well-being, Sports Chaplaincy UK steps in.(為了確保運(yùn)動(dòng)員的福祉，英國(guó)體育牧師協(xié)會(huì)介入了)”可知，英國(guó)體育牧師協(xié)會(huì)的主要目的是支持運(yùn)動(dòng)員的心理健康。故選D。
【5題詳解】
細(xì)節(jié)理解題。根據(jù)第三段““Despite being a top-tier sport, there’s still an unfavorable perception associated with showing weakness,” Simon explains. “If you voice something personal, it’s often seen as a sign of weakness.”(“盡管這是一項(xiàng)頂級(jí)運(yùn)動(dòng)，但表現(xiàn)出軟弱仍然會(huì)給人帶來不利的看法，”西蒙解釋道。“如果你公開表達(dá)一些個(gè)人情緒或問題，這通常會(huì)被視為軟弱的表現(xiàn)。”)”可知，騎師不愿意分享他們的個(gè)人困難是因?yàn)樗麄兒ε卤辉u(píng)判為軟弱。故選B。
【6題詳解】
推理判斷題。根據(jù)最后一段“Simon’s approach proves to be a rare moment of nonjudgmental shelter.(Simon的方法證明是一個(gè)難得的、不帶評(píng)判色彩的避風(fēng)港)”可推知，作者對(duì)Simon Bailey的方法是持贊賞態(tài)度的。故選A。
【7題詳解】
主旨大意題。文章主要介紹了Sports Chaplaincy UK為運(yùn)動(dòng)員提供獨(dú)特支持，以解決其賽場(chǎng)外問題，還以賽馬運(yùn)動(dòng)的國(guó)家級(jí)牧師西蒙 貝利為例，說明其對(duì)賽馬騎師的幫助以及此類支持的必要性。由此可知，選項(xiàng)D“英國(guó)體育牧師協(xié)會(huì)：提供的不僅僅是精神援助”最能概括短文的主旨大意，適合作為本文的標(biāo)題。故選D。
C
Farm robots guided by GPS can plant and harvest different types of crops in close nearness, enabling beneficial interactions between species and potentially boosting biodiversity.
Strip cropping — dividing fields into narrow rows containing different crops — is a common practice. Now, robotic technology is making it possible to space crops closer together than ever before. Kit Franklin from Harper Adams University in the UK explains that it’s like taking the diverse planting approach used in a small allotment (小菜地) and expanding it to a much larger scale (規(guī)模) with the help of machinery.
Franklin presented the results of experiments cried out on the Hands-Free Farm at the Harper Adams University campus in Shropshire, UK. On the farm, self-driving robots are equipped with a seed drill that puts crops in 2-metre-wide rows and a combine harvester that collects the mature plants once they are ready to harvest. This year, the university ran an experiment on half a hectare of land, with repeating rows of wheat, barley and beans.
“We’ve been able to plant those crops as separate strips and then lend them as separate crops,” says Franklin. “That is hard to do with conventional farm machinery. The crops have a beneficial impact on each other, with beans drawing nitrogen (氮) — which wheat and barley require to grow — down into the soil and storing it. The one is potentially feeding the other.”
Feeding plants like this reduces the need for fertilizers (肥料), and planting crops of varying heights, which are harvested at different times, can increase the sunlight each row gets, boosting growth. Moreover, the arrangement of crops with different harvest times allows farmers to plan their farming activities more reasonably throughout the year, preventing the over-concentration of farming operations during a specific period.
Felicity Crotty at the Royal Agricultural University in the UK says the approach could be beneficial. “You’re actually increasing your biodiversity on the farm, and also that potentially reduces pest pressure,” she says. “But relatively small-scale experiments like this may not translate into industrial farming.”
8. What can be inferred about robotic farming
A. It helps achieve high-precision crop planting.
B. It influences biodiversity in an undesired way.
C. It struggles to closely space different crops.
D. It places heavy demands on the operators.
9. Which is a potential outcome of planting beans with wheat and barley
A. Higher need for fertilizers. B. Enhanced nitrogen availability.
C. Stronger competition among species. D. Decreased element concentration in the soil.
10. What’s the main idea of paragraph 5
A. The advantages of strip farming. B. The harmful effects of using fertilizers.
C. The importance of sunlight on plant growth. D. The success of diverse cropping methods.
11. What does Crotty imply about the robotic-technology-based strip cropping
A. It will be widely applied soon.
B. It may only be suitable for certain kinds of crops.
C. It faces challenges in scaling up to industrial levels.
D. It brings more environmental benefits than expected.
【答案】8. A 9. B 10. A 11. C
【解析】
【導(dǎo)語(yǔ)】本文是一篇說明文。文章主要講述了機(jī)器人技術(shù)助力條帶種植及其影響。
【8題詳解】
推理判斷題。由文章第一段“Farm robots guided by GPS can plant and harvest different types of crops in close nearness, enabling beneficial interactions between species and potentially boosting biodiversity. (由全球定位系統(tǒng)（GPS）引導(dǎo)的農(nóng)場(chǎng)機(jī)器人能夠在極近距離內(nèi)種植和收割不同類型的作物，這有助于促進(jìn)物種間的有益互動(dòng)，并可能提升生物多樣性。)”可知，機(jī)器人農(nóng)業(yè)有助于實(shí)現(xiàn)高精度的作物種植。故選A。
【9題詳解】
細(xì)節(jié)理解題。由文章第四段中“The crops have a beneficial impact on each other, with beans drawing nitrogen (氮) — which wheat and barley require to grow—down into the soil and storing it. The one is potentially feeding the other. (這些作物彼此間具有有益的影響，豆類會(huì)將小麥和大麥生長(zhǎng)所需的氮吸收到土壤中并儲(chǔ)存起來。一種作物實(shí)際上是在滋養(yǎng)另一種作物。)”可知，種植豆類與小麥和大麥一起種植的一個(gè)潛在結(jié)果是增強(qiáng)了氮的可用性。故選B。
【10題詳解】
主旨大意題。由文章第五段“Feeding plants like this reduces the need for fertilizers (肥料), and planting crops of varying heights, which are harvested at different times, can increase the sunlight each row gets, boosting growth. Moreover, the arrangement of crops with different harvest times allows farmers to plan their farming activities more reasonably throughout the year, preventing the over-concentration of farming operations during a specific period. (像這樣給植物施肥減少了對(duì)肥料的需求，種植不同高度、收獲時(shí)間不同的作物可以增加每行植物獲得的陽(yáng)光，促進(jìn)生長(zhǎng)。此外，不同收獲時(shí)間的作物安排使農(nóng)民能夠在全年更合理地規(guī)劃他們的農(nóng)業(yè)活動(dòng)，防止在特定時(shí)期農(nóng)業(yè)作業(yè)過度集中。)”可知，第五段主要講述了條帶種植的優(yōu)勢(shì)。故選A。
【11題詳解】
推理判斷題。由文章最后一段中“But relatively small-scale experiments like this may not translate into industrial farming. (但像這樣相對(duì)小規(guī)模的實(shí)驗(yàn)可能無法轉(zhuǎn)化為工業(yè)化農(nóng)業(yè)。)”可知，Crotty暗示了基于機(jī)器人技術(shù)的條帶種植在擴(kuò)大到工業(yè)規(guī)模方面面臨挑戰(zhàn)。故選C。
D
We know this generation of children is experiencing shockingly high rates of mental health crises. I am as concerned as anyone else, but I’ve been surprised that one key word is missing from the discussion: boundaries (邊界).
The cost of failing to set boundaries has never been higher. Decades ago, if parents didn’t manage to maintain boundaries, a child might have eaten an extra cupcake or stayed out too late. Today the results are more severe, including children freely scrolling through TikTok at age 8 or spending endless hours playing video games, while ignoring real-world interactions. I agree that we are faced with a crisis related to phones and social media, but I also see a crisis of strong leadership - Sturdy Leadership, exactly at a time when our kids need it more than ever.
Sturdy Leadership is a model of parental authority where parents both hold boundaries and stay connected to a child or, actually, improve connection through those moments. They do this by validating their child’s feelings while holding firm on what is best for everyone. Imagine your 5-year-old wants you to buy a toy at a toy store, although you said you were only going in to buy a birthday present for a cousin. Your 5-year-old starts begging for a toy. Sturdy Leadership, in response, would look like: “I get it. It’s hard to see so many fun toys and not get something. Today I’m only buying a toy for your cousin. I can take a picture of what you want so we can remember it later. I love you. We’ll get through this together.”
When the day comes that our kids ask for a phone or an Instagram account, our approach will not be limited to some universally recognized “media policy” we have as parents; our approach will simply be an extension of the way we’ve always interacted with our kids regarding their desires and requests.
Phones and social media are preventing our kids’ ability to flourish, but at the same time, parents also need more support. We need to expand the conversation so that rather than feeling locked in fear, we are aware of the practical skills we can develop to bring about change and support our children.
12. What was a result of parents not setting boundaries in the past
A. Children would suffer mental problems. B. Children might have minor misbehavior.
C. Children might be addicted to social media. D. Children would lack social skills.
13 Which of the following best describes the Sturdy Leadership model
A. It means parents always say “no” to their children.
B. It encourages children to make decisions on their own.
C. It combines boundary-setting with emotional connection.
D. It involves sitting boundaries without considering children’s feelings.
14. What does the underlined word “validating” in paragraph 3 probably mean
A. Transforming. B. Ignoring. C. Acknowledging. D. Recording.
15. What does the author suggest parents do about children’s phone and social media use
A. Use strict time limits to control access.
B. Allow more frequent use to adapt to the digital age.
C. Avoid discussing the issue until their children are old enough.
D. Apply practical parenting methods to support their children.
【答案】12. B 13. C 14. C 15. D
【解析】
【導(dǎo)語(yǔ)】本文是一篇說明文。主要介紹了目前親子關(guān)系中缺少邊界感導(dǎo)致孩子可能出現(xiàn)一些心理健康問題，作者提出了Sturdy Leadership這種領(lǐng)導(dǎo)方式建立親子之間的邊界感。
【12題詳解】
細(xì)節(jié)理解題。根據(jù)第二段“Decades ago, if parents didn’t manage to maintain boundaries, a child might have eaten an extra cupcake or stayed out too late. (幾十年前，如果父母不設(shè)法保持邊界感，孩子可能會(huì)多吃一個(gè)紙杯蛋糕，或者在外面呆得太晚。)”可知，幾十年前，如果父母沒有設(shè)定邊界感，孩子可能會(huì)多吃一個(gè)紙杯蛋糕或晚歸，這些行為屬于輕微的不當(dāng)行為(minor misbehavior)，即孩子們可能會(huì)有輕微的不當(dāng)行為。故選B。
【13題詳解】
細(xì)節(jié)理解題。根據(jù)第三段“Sturdy Leadership is a model of parental authority where parents both hold boundaries and stay connected to a child or, actually, improve connection through those moments. (堅(jiān)強(qiáng)的領(lǐng)導(dǎo)力是父母權(quán)威的一種模式，父母雙方都保持邊界感，與孩子保持聯(lián)系，或者實(shí)際上，在這些時(shí)刻改善聯(lián)系。)”可知，Sturdy Leadership是一種父母權(quán)威的模式，父母在設(shè)定邊界感的同時(shí)保持與孩子的聯(lián)系，甚至通過這些時(shí)刻來增強(qiáng)聯(lián)系。故選C。
【14題詳解】
詞句猜測(cè)題。根據(jù)第三段“Sturdy Leadership is a model of parental authority where parents both hold boundaries and stay connected to a child or, actually, improve connection through those moments. They do this by validating their child’s feelings while holding firm on what is best for everyone. Imagine your 5-year-old wants you to buy a toy at a toy store, although you said you were only going in to buy a birthday present for a cousin. Your 5-year-old starts begging for a toy. Sturdy Leadership, in response, would look like: “I get it. It’s hard to see so many fun toys and not get something. Today I’m only buying a toy for your cousin. I can take a picture of what you want so we can remember it later. I love you. We’ll get through this together.” (堅(jiān)強(qiáng)的領(lǐng)導(dǎo)力是父母權(quán)威的一種模式，父母雙方都保持邊界感，與孩子保持聯(lián)系，或者實(shí)際上，在這些時(shí)刻改善聯(lián)系。他們通過validating孩子的感受來做到這一點(diǎn)，同時(shí)堅(jiān)持對(duì)每個(gè)人都是最好的。想象一下，你5歲的孩子想讓你在玩具店買一個(gè)玩具，盡管你說你只是去給堂兄買生日禮物。你5歲的孩子開始乞討玩具。作為回應(yīng)，堅(jiān)強(qiáng)的領(lǐng)導(dǎo)力看起來像是：“我明白了。很難看到這么多有趣的玩具而不得到任何東西。今天我只給你表哥買了一個(gè)玩具。我可以拍下你想要的東西，這樣我們以后就能記住。我愛你。我們會(huì)一起度過難關(guān)的。”)”可知，validating指的是父母理解并承認(rèn)孩子的感受(如“I get it. It’s hard to see so many fun toys and not get something.”)，而不是忽視或改變這些感受，劃線單詞表示“承認(rèn)，認(rèn)可”，與Acknowledging意義相近。故選C。
【15題詳解】
細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段“When the day comes that our kids ask for a phone or an Instagram account, our approach will not be limited to some universally recognized “media policy” we have as parents; our approach will simply be an extension of the way we’ve always interacted with our kids regarding their desires and requests. (當(dāng)我們的孩子要求擁有手機(jī)或Instagram賬號(hào)的那一天到來時(shí)，我們的做法將不僅限于我們作為父母所制定的一些普遍認(rèn)可的“媒體政策”；我們的方法只是我們與孩子們就他們的愿望和要求進(jìn)行互動(dòng)的方式的延伸。)”以及最后一段“We need to expand the conversation so that rather than feeling locked in fear, we are aware of the practical skills we can develop to bring about change and support our children. (我們需要擴(kuò)大對(duì)話范圍，這樣我們就不會(huì)感到恐懼，而是意識(shí)到我們可以培養(yǎng)哪些實(shí)用技能來帶來改變并支持我們的孩子。)”可知，父母在處理孩子對(duì)手機(jī)或社交媒體的請(qǐng)求時(shí)，不應(yīng)僅僅局限于某些被廣泛認(rèn)可的“媒體政策”，而應(yīng)延續(xù)他們一貫的育兒方式來處理孩子對(duì)手機(jī)或社交媒體的愿望和請(qǐng)求，并應(yīng)用自己掌握的實(shí)用技巧，向孩子們提供支持，帶來改變。故選D。
第二節(jié)(共5小題;每小題2.5分，滿分12.5分)
根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Every year, somewhere in the world, a huge crowd gets out of control, resulting in hundreds of helpless victims suffocating (窒息). ____16____ Here’s what science offers as advice that could help get you out safely.
When it comes to the contact with a crowd, the best course of action is to just move away. Experts suggest a rule-of-thumb, average of 2.5 people per square meter at concerts and events. ____17____ If you are not actually touching people around you, crowd density (密度) is likely below 3 people per square meter. But if you cannot move your hands freely, you are in danger.
Keep your balance. ____18____ At this point, physical contact is so intense that even the smallest movements spread like ripples (漣漪) through the crowd. Individuals can lose control of their own bodies. If you are trapped in a dense crowd, you must focus 100% on keeping your balance.
Go with the flow and help others. ____19____ But when you are trapped in a crowd, it is a waste of valuable energy to fight it. Instead, you should go with the flow, while trying not to fall. Always remember that you are not alone, so help people around you and work together if you can.
Be wise with the use of oxygen. The vast majority of deaths in connection with crowd accidents are due to breath failure. Oxygen is your most valuable resource; you should economize on it when you are in a densely packed crowd. ____20____
A. Rather, you have to move away immediately.
B. It accounts for most deaths and risks in a crowd.
C. This helps people to avoid most dangerous situations.
D. Try to control your breathing and avoid screaming or shouting.
E. But there are opportunities to avoid potentially deadly situations.
F. Crowd density becomes dangerous at 6 to 7 people per square meter.
G. When we are pushed, it is natural to fight against the pressure and push back.
【答案】16. E 17. C 18. F 19. G 20. D
【解析】
【導(dǎo)語(yǔ)】這是一篇說明文。文章主要介紹了在遇到踩踏事件時(shí)保護(hù)自己的一些方法和建議。
【16題詳解】
根據(jù)前文“Every year, somewhere in the world, a huge crowd gets out of control, resulting in hundreds of helpless victims suffocating (窒息). (在世界上的不同地方，每年都會(huì)發(fā)生人群失控的情況，導(dǎo)致成百上千無助的受害者窒息。)”后文“Here’s what science offers as advice that could help get you out safely. (這里有一些科學(xué)研究提供的建議可以幫助你安全脫離)”，可知，前文寫現(xiàn)實(shí)的情況，后文寫有一些好的建議，中間明顯需要轉(zhuǎn)折和過渡，E選項(xiàng)“但是有機(jī)會(huì)擺脫潛在的致命險(xiǎn)境”構(gòu)成這種轉(zhuǎn)折，可以承上啟下。故選E項(xiàng)。
【17題詳解】
前文“Experts suggest a rule-of-thumb, average of 2.5 people per square meter at concerts and events. (專家建議，在音樂會(huì)和活動(dòng)中，每平方米的平均人數(shù)應(yīng)控制在2.5人左右，這是一個(gè)經(jīng)驗(yàn)法則。)”是專家給出的建議，之后接對(duì)該建議的評(píng)價(jià)，指出這個(gè)建議的作用，符合前后邏輯，相當(dāng)于對(duì)這個(gè)建議的進(jìn)一步解說，使讀者明白該建議的作用。C選項(xiàng)“這有助于人們避免大多數(shù)危險(xiǎn)狀況”滿足這一要求。故選C項(xiàng)。
【18題詳解】
后文“At this point, physical contact is so intense that even the smallest movements spread like ripples (漣漪) through the crowd. (在這種情況下，身體接觸非常緊密，即使是最微小的動(dòng)作也會(huì)像漣漪一樣在人群中傳播開來。)”中所指的“At this point”是一種危險(xiǎn)情況，且應(yīng)在前文提到，F(xiàn)選項(xiàng)“人群密度達(dá)到每平方米6到7人時(shí)就非常危險(xiǎn)了”處于該句前，且是危險(xiǎn)狀況，與后文形成銜接。故選F項(xiàng)。
【19題詳解】
后文“But when you are trapped in a crowd, it is a waste of valuable energy to fight it. (但是當(dāng)你困在人群中時(shí)，推回去是在浪費(fèi)寶貴的精力。)”句末的代詞it指代的對(duì)象應(yīng)在前文中提到。G選項(xiàng)“當(dāng)我們被推時(shí)，會(huì)本能地抵抗并推回去”中的to fight against the pressure and push back就是后文it指代的內(nèi)容。故選G項(xiàng)。
【20題詳解】
前文“Oxygen is your most valuable resource; you should economize on it when you are in a densely packed crowd. (氧氣是你最寶貴的資源；當(dāng)你身處密集的人群中時(shí)，應(yīng)該節(jié)約使用它。)”說明氧氣的寶貴性，D選項(xiàng)“試著控制呼吸，避免尖叫和大喊”與之形成呼應(yīng)，構(gòu)成因果關(guān)系。故選D項(xiàng)。
第三部分 語(yǔ)言運(yùn)用(共兩節(jié)，滿分30分)
第一節(jié)(共15小題;每小題1分，滿分15分)
閱讀下面短文，從短文后各題所給的A、B、C和D四個(gè)選項(xiàng)中，選出可以填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
Six-year-old Henley Castilon is living with autism (自閉癥). However, she has ____21____ over 1,000 stuffed animals for children affected by a hurricane. Having found ____22____ in her own beloved stuffed animals, Henley was ____23____ to share that same feeling with children who had suffered great losses in the disaster.
“Stuffed animals are what always calm her down,” Alex Castilon, Henley’s father, noted. “On days when difficulties ____24____, it is her stuffed animals that offer her the strength to keep going.” ____25____ by her own experience, Henley expressed her pity, stating that she ____26____ to do something to help her friends who had lost their “stuffies” in the storm.
In a sincere act, Henley started by giving away around 30 of her own toys to children in the storm-hit area. Her efforts ____27____ attracted a wave of support from neighbors, friends, and even local businesses, all of whom were ____28____ and participated actively. Countless ____29____ poured in from both the local community and faraway areas. Some donors (捐贈(zèng)者) even covered long distances to _____30_____ stuffed animals at Henley’s community, which vividly showed that her initiative was _____31_____.
Jennifer Castilon, Henley’s mother, was filled with _____32_____ at her daughter’s generosity. “Henley was diagnosed with autism a couple of years ago,” Jennifer shared when _____33_____ her daughter’s journey. “A few years back, she struggled to communicate. Now, her _____34_____ to take the lead in this effort is well worth celebration.”
Henley’s initiative not only brings warmth to those in need but also _____35_____ the power of kindness and community spirit.
21. A. bought B. collected C. discovered D. made
22. A. curiosity B. responsibility C. similarity D. comfort
23. A. anxious B. grateful C. confident D. shy
24. A. lift B. surface C. submit D. vary
25. A. Scared B. Recognized C. Inspired D. Interrupted
26. A. remembered B. managed C. hesitated D. attempted
27. A. instantly B. secretly C. potentially D. absolutely
28. A. satisfied B. touched C. professional D. creative
29. A. shoes B. blankets C. items D. clothes
30. A. search for B. check up C. pick out D. drop off
31. A. short-lived B. far-reaching C. eye-opening D. ill-founded
32. A. pride B. concern C. peace D. ambition
33. A. promoting B. scheduling C. mentioning D. tracking
34. A. decision B. freedom C. right D. promise
35 A. matches B. restores C. measures D. demonstrates
【答案】21. B 22. D 23. A 24. B 25. C 26. D 27. A 28. B 29. C 30. D 31. B 32. A 33. C 34. A 35. D
【解析】
【導(dǎo)語(yǔ)】這是一篇記敘文。文章講述了患有自閉癥的六歲小女孩Henley Castilon，盡管自己身患疾病，但仍心系他人，發(fā)起了一場(chǎng)為受颶風(fēng)影響的兒童收集毛絨玩具的活動(dòng)，展現(xiàn)了她的善良和社區(qū)精神。
【21題詳解】
考查動(dòng)詞詞義辨析。句意：然而，她已經(jīng)為受颶風(fēng)影響的兒童收集了1000多個(gè)毛絨玩具。A. bought購(gòu)買；B. collected收集；C. discovered發(fā)現(xiàn)；D. made制作。根據(jù)第三段中的“In a sincere act, Henley started by giving away around 30 of her own toys to children in the storm-hit area.”可知，Henley開始是通過捐贈(zèng)自己的毛絨玩具給受災(zāi)地區(qū)的兒童，所以此處指她收集毛絨玩具。故選B。
【22題詳解】
考查名詞詞義辨析。句意：在自己的心愛的毛絨玩具中找到了安慰，Henley渴望與在這場(chǎng)災(zāi)難中遭受巨大損失的孩子們分享同樣的感覺。A. curiosity好奇心；B. responsibility責(zé)任；C. similarity相似性；D. comfort安慰。根據(jù)后文Henley父親的話“Stuffed animals are what always calm her down”可知，毛絨玩具總是能讓Henley平靜下來，即毛絨玩具給了Henley安慰。故選D。
【23題詳解】
考查形容詞詞義辨析。句意：在自己的心愛的毛絨玩具中找到了安慰，Henley渴望與在這場(chǎng)災(zāi)難中遭受巨大損失的孩子們分享同樣的感覺。A. anxious焦慮的；B. grateful感激的；C. confident自信的；D. shy害羞的。根據(jù)后文“share that same feeling with children who had suffered great losses in the disaster”可知，Henley想要與在災(zāi)難中遭受巨大損失的孩子們分享同樣的感覺，即毛絨玩具給她的安慰，所以此處指Henley渴望與他們分享。be anxious to do sth.“渴望做某事”。故選A。
【24題詳解】
考查動(dòng)詞詞義辨析。句意：在遇到困難的日子里，是她的毛絨玩具給了她繼續(xù)下去的力量。A. lift舉起；B. surface浮現(xiàn)；C. submit提交；D. vary變化。根據(jù)后文“it is her stuffed animals that offer her the strength to keep going”可知，毛絨玩具給了Henley力量，讓她能在遇到困難的日子里繼續(xù)下去，所以此處指遇到困難的日子。surface“浮現(xiàn)，出現(xiàn)”。故選B。
【25題詳解】
考查動(dòng)詞詞義辨析。句意：受自己經(jīng)歷的啟發(fā)，Henley表達(dá)了她的同情，說她想要為在風(fēng)暴中失去“毛絨玩具”的朋友們做些什么。A. Scared害怕；B. Recognized認(rèn)識(shí)；C. Inspired啟發(fā)；D. Interrupted打斷。根據(jù)后文“by her own experience”以及“to do something to help her friends who had lost their “stuffies” in the storm.”可知，此處指Henley受自己經(jīng)歷的啟發(fā)。故選C。
【26題詳解】
考查動(dòng)詞詞義辨析。句意：受自己經(jīng)歷的啟發(fā)，Henley表達(dá)了她的同情，說她想要為在風(fēng)暴中失去“毛絨玩具”的朋友們做些什么。A. remembered記得；B. managed管理；C. hesitated猶豫；D. attempted嘗試。根據(jù)前文“Henley expressed her pity”及后文“to do something to help her friends”可知，Henley想要為在風(fēng)暴中失去“毛絨玩具”的朋友們做些什么，所以此處指她想要嘗試幫助他們。attempt to do sth.“嘗試做某事”。故選D。
【27題詳解】
考查副詞詞義辨析。句意：她的努力很快就引起了鄰居、朋友甚至當(dāng)?shù)仄髽I(yè)的支持浪潮，他們都深受感動(dòng)并積極參與。A. instantly立刻；B. secretly秘密地；C. potentially潛在地；D. absolutely絕對(duì)地。根據(jù)后文“attracted a wave of support”可知，Henley的行為很快就引起了大家的支持。故選A。
【28題詳解】
考查形容詞詞義辨析。句意：她的努力很快就引起了鄰居、朋友甚至當(dāng)?shù)仄髽I(yè)的支持浪潮，他們都深受感動(dòng)并積極參與。A. satisfied滿意的；B. touched感動(dòng)的；C. professional專業(yè)的；D. creative有創(chuàng)造力的。根據(jù)前文“Henley started by giving away around 30 of her own toys to children in the storm-hit area”可知，Henley開始是通過捐贈(zèng)自己的毛絨玩具給受災(zāi)地區(qū)的兒童，所以大家被她的行為所感動(dòng)。故選B。
【29題詳解】
考查名詞詞義辨析。句意：來自當(dāng)?shù)厣鐓^(qū)和遙遠(yuǎn)地區(qū)的無數(shù)物品紛至沓來。A. shoes鞋子；B. blankets毯子；C. items物品；D. clothes衣服。根據(jù)前文“Her efforts __7__(instantly) attracted a wave of support”可知，Henley的行為得到了大家的支持，所以大家捐贈(zèng)了無數(shù)的物品。故選C。
【30題詳解】
考查動(dòng)詞短語(yǔ)辨析。句意：一些捐贈(zèng)者甚至長(zhǎng)途跋涉來到Henley的社區(qū)捐贈(zèng)毛絨玩具，這生動(dòng)地表明她的倡議是深具影響力的。A. search for尋找；B. check up檢查；C. pick out挑出；D. drop off放下，讓……下車（或機(jī)、船等），把……留下。根據(jù)前文“Some donors even covered long distances”可知，一些捐贈(zèng)者長(zhǎng)途跋涉，所以此處指他們來到Henley的社區(qū)捐贈(zèng)毛絨玩具。drop off“捐贈(zèng)”。故選D。
【31題詳解】
考查形容詞詞義辨析。句意：一些捐贈(zèng)者甚至長(zhǎng)途跋涉來到Henley社區(qū)捐贈(zèng)毛絨玩具，這生動(dòng)地表明她的倡議是深具影響力的。A. short-lived短暫的；B. far-reaching深遠(yuǎn)的；C. eye-opening眼界大開的；D. ill-founded無根據(jù)的。根據(jù)前文“Her efforts _7_(instantly) attracted a wave of support from neighbors, friends, and even local businesses, all of whom were __8__(touched) and participated actively.”可知，Henley的行為得到了大家的支持，所以此處指她的倡議是深具影響力的。故選B。
【32題詳解】
考查名詞詞義辨析。句意：Henley的母親Jennifer Castilon對(duì)她女兒的慷慨充滿了驕傲。A. pride驕傲；B. concern關(guān)心；C. peace和平；D. ambition野心。根據(jù)前文的“Henley’s mother”以及后文的“at her daughter’s generosity”可知，Henley的母親為她女兒的慷慨感到驕傲。故選A。
【33題詳解】
考查動(dòng)詞詞義辨析。句意：“幾年前，Henley被診斷為自閉癥，”Jennifer在提到她女兒的這段旅程時(shí)分享道。A. promoting促進(jìn)；B. scheduling安排；C. mentioning提到；D. tracking追蹤。根據(jù)前文Jennifer的話“Henley was diagnosed with autism a couple of years ago,”以及后文“her daughter’s journey”可知，此處指Jennifer提到她女兒的這段旅程。故選C。
【34題詳解】
考查名詞詞義辨析。句意：“幾年前，她很難交流。現(xiàn)在，她主動(dòng)帶頭做這件事是值得慶祝的。”A. decision決定；B. freedom自由；C. right權(quán)利；D. promise承諾。根據(jù)第7空前面的“Henley started by giving away around 30 of her own toys to children in the storm-hit area”以及Jennifer對(duì)女兒以前狀況的描述“A few years back, she struggled to communicate.”可知，作為一個(gè)自閉癥孩子，Henley以前交流都很困難，現(xiàn)在帶頭捐贈(zèng)毛絨玩具，所以她主動(dòng)帶頭做這件事是值得慶祝的。故選A。
【35題詳解】
考查動(dòng)詞詞義辨析。句意：Henley的倡議不僅給有需要的人帶來溫暖，還展示了善良和社區(qū)精神的力量。A. matches匹配；B. restores恢復(fù)；C. measures測(cè)量；D. demonstrates展示。根據(jù)前文“Henley’s initiative not only brings warmth to those in need”及后文“the power of kindness and community spirit”可知，Henley的倡議不僅給有需要的人帶來溫暖，還展示了善良和社區(qū)精神的力量。故選D。
第二節(jié)(共10小題;每小題1.5分，滿分15分)
閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式，并將答案填寫在答題卡上。
A 3D ancient wine vessel (酒杯) suddenly appears above a screen floating in the air and moving in various directions under the instructions of a controller. Members of the crowd ____36____ (stand) in front of a computer screen at the eighth China Intangible Cultural Heritage Expo in Jinan, Shandong province, in mid-October let out cries of delight and awe. The visual presentation ____37____ (conduct) to help visitors gain a better appreciation of the artwork and its fine cloisonne craftsmanship (景泰藍(lán)工藝). However, such ____38____ amazing view was achieved without the help of wearable devices like VR glasses.
Thanks to 3D technology, viewers only need to adjust their position from the screen for built-in cameras ____39____ (get) their eye movements. The system uses algorithms (算法) to make the zun, an ancient wine vessel, come alive.
In the virtual world, the entire process of cloisonne production has been recreated, ____40____ makes it possible for the public to experience it in a short amount of time. In the real world, the art form is still not ____41____ (access) because of its high level of craftsmanship and the complex production processes ____42____ (involve).
Digital technology transforms visitors from passive viewers ____43____ active participants in passing on cultural heritage, helping enhance public cultural involvement and awareness of ____44____ (preserve). At the same time, it breaks the limits of time and space, offering more people the opportunity to learn as well as pass on these traditional arts. It also stimulates the younger generations’ interest _____45_____ promotes the development of cultural heritage.
【答案】36. standing
37. was conducted
38. an 39. to get
40. which 41. accessible
42. involved
43. into 44. preservation
45. and
【解析】
【導(dǎo)語(yǔ)】本文是一篇說明文。文章主要介紹數(shù)字技術(shù)讓中國(guó)傳統(tǒng)文化通過影音的模式展現(xiàn)出來，從而提升年輕人對(duì)文化遺產(chǎn)保護(hù)和宣傳的興趣和決心。
【36題詳解】
考查非謂語(yǔ)動(dòng)詞。句意：10月中旬，在山東省濟(jì)南市舉辦的第八屆中國(guó)非物質(zhì)文化遺產(chǎn)博覽會(huì)上，人群站在電腦前屏幕前，發(fā)出驚喜和敬畏的叫聲。句中l(wèi)et為謂語(yǔ)動(dòng)詞，設(shè)空處stand應(yīng)用非謂語(yǔ)動(dòng)詞形式，其與邏輯主語(yǔ)Members of the crowd構(gòu)成主動(dòng)關(guān)系，且表示正在進(jìn)行的動(dòng)作，故用現(xiàn)在分詞作定語(yǔ)。故填standing。
【37題詳解】
考查動(dòng)詞時(shí)態(tài)和語(yǔ)態(tài)。句意：這次視覺展示是為了幫助游客更好地欣賞這件藝術(shù)品及其精美的景泰藍(lán)工藝。設(shè)空處使用動(dòng)詞作謂語(yǔ)，此處表示動(dòng)作發(fā)生在過去，故使用一般過去時(shí)，且主語(yǔ)與謂語(yǔ)動(dòng)詞構(gòu)成被動(dòng)關(guān)系，故用一般過去時(shí)的被動(dòng)語(yǔ)態(tài)。主語(yǔ)為單數(shù)名詞，謂語(yǔ)用單數(shù)。故填was conducted。
【38題詳解】
考查冠詞。句意：然而，如此驚人的景象是在沒有VR眼鏡等可穿戴設(shè)備的幫助下實(shí)現(xiàn)的。view為可數(shù)名詞，此處表泛指，且amazing是發(fā)音以元音音素開頭的單詞，故用不定冠詞an修飾。故填an。
【39題詳解】
考查非謂語(yǔ)動(dòng)詞。句意：多虧了3D技術(shù)，觀眾只需要調(diào)整他們?cè)谄聊磺暗奈恢茫瑑?nèi)置攝像頭就能捕捉到他們的眼球運(yùn)動(dòng)。句中need為謂語(yǔ)動(dòng)詞，結(jié)合句意可知，“觀眾”調(diào)整位置的目的是“讓內(nèi)置攝像頭捕捉到眼球運(yùn)動(dòng)”，所以用不定式作目的狀語(yǔ)。故填to get。
【40題詳解】
考查定語(yǔ)從句。句意：在虛擬世界中，景泰藍(lán)生產(chǎn)的整個(gè)過程被重新創(chuàng)造出來，這使得公眾有可能在短時(shí)間內(nèi)體驗(yàn)到它。此處為非限制性定語(yǔ)從句修飾上文整個(gè)句子內(nèi)容，且從句中缺少主語(yǔ)，故用關(guān)系代詞which引導(dǎo)。故填which。
【41題詳解】
考查形容詞。句意：在現(xiàn)實(shí)中，由于其高水平的工藝和復(fù)雜的生產(chǎn)過程，這種藝術(shù)形式仍然難以接觸。作表語(yǔ)，表示“可接觸的，可達(dá)到的”用形容詞accessible。故填accessible。
【42題詳解】
考查非謂語(yǔ)動(dòng)詞。句意：在現(xiàn)實(shí)中，由于其高水平的工藝和復(fù)雜的生產(chǎn)過程，這種藝術(shù)形式仍然難以接觸。句中is為謂語(yǔ)動(dòng)詞，involve在句中應(yīng)用非謂語(yǔ)動(dòng)詞形式，與邏輯主語(yǔ)processes構(gòu)成被動(dòng)關(guān)系，故用過去分詞作定語(yǔ)。故填involved。
【43題詳解】
考查介詞。句意：數(shù)字技術(shù)將參觀者從被動(dòng)的觀看者轉(zhuǎn)變?yōu)槲幕z產(chǎn)傳播的積極參與者，有助于增強(qiáng)公眾的文化參與度和保護(hù)意識(shí)。結(jié)合句意可知，“從……轉(zhuǎn)變?yōu)椤倍陶Z(yǔ)為transform...into...。故填into。
【44題詳解】
考查名詞。句意：數(shù)字技術(shù)將參觀者從被動(dòng)的觀看者轉(zhuǎn)變?yōu)槲幕z產(chǎn)傳播的積極參與者，有助于增強(qiáng)公眾的文化參與度和保護(hù)意識(shí)。設(shè)空處使用名詞作賓語(yǔ)，表示“保護(hù)”用preservation，不可數(shù)。故填preservation。
【45題詳解】
考查連詞。句意：它還激發(fā)了年輕一代的興趣，促進(jìn)了文化遺產(chǎn)的發(fā)展。結(jié)合前后文語(yǔ)境可知，“激發(fā)了年輕一代的興趣”與“促進(jìn)了文化遺產(chǎn)的發(fā)展”為并列關(guān)系，故用連詞and連接。故填and。
第四部分 寫作(共兩節(jié)，滿分40分)
第一節(jié)(滿分15分)
46. 上周，你校舉辦了“科技與綠色生活攜手進(jìn)校園”活動(dòng)。請(qǐng)你寫一篇報(bào)道向校英文報(bào)投稿，內(nèi)容包括：
1. 活動(dòng)內(nèi)容；
2. 活動(dòng)反響。
注意：1. 寫作詞數(shù)應(yīng)為80個(gè)左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Technology Meets with Green Living on Campus
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】Technology Meets with Green Living on Campus
Aiming to raise awareness about combining technology with eco-friendly practices, our school recently hosted an event with the theme of “Technology Meets with Green Living on Campus”.
The event featured interactive activities, including workshops where the students were introduced to innovative inventions such as solar-powered devices and waste-sorting robots. In addition, the teachers demonstrated smart energy-saving systems in classrooms.
The event significantly raised environmental awareness among students. The feedback was positive, with many students expressing increased interest in sustainable technologies and green living practices.
【解析】
【導(dǎo)語(yǔ)】本文是一篇應(yīng)用文。要求考生寫一篇報(bào)道，介紹校舉辦的“科技與綠色生活攜手進(jìn)校園”活動(dòng)，向報(bào)社投稿。
【詳解】1. 詞匯積累
意識(shí)：awareness → consciousness
環(huán)保的：eco-friendly → environmentally friendly
舉辦：host → organize/conduct
主題：theme → topic/subject
2. 句式拓展
簡(jiǎn)單句變復(fù)合句
原句：Aiming to raise awareness about combining technology with eco-friendly practices, our school recently hosted an event with the theme of “Technology Meets with Green Living on Campus”.
拓展句：Aiming to raise awareness about combining technology with eco-friendly practices, our school recently hosted an event, whose theme is “Technology Meets with Green Living on Campus”.
【點(diǎn)睛】【高分句型1】
The event featured interactive activities, including workshops where the students were introduced to innovative inventions such as solar-powered devices and waste-sorting robots.（運(yùn)用了where引導(dǎo)的限制性定語(yǔ)從句）
【高分句型2】
The feedback was positive, with many students expressing increased interest in sustainable technologies and green living practices. （運(yùn)用了with復(fù)合結(jié)構(gòu)）
第二節(jié)(滿分25分)
47. 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。
“Aisha, it’s your turn to read the second paragraph,” Miss Eman said softly, her eyes scanning the class as everyone shifted in their seats.
Aisha’s heart raced as she unwillingly stood up. Her hands shook as she held the book. “One... su... summer, alo... along 1909, the... fa....father...” she stammered (結(jié)巴). The words seemed to jump all over the page, making it impossible to read. The class broke into laughter.
“Enough!” Miss Eman called out, throwing the duster (黑板擦) onto the whiteboard. The noise silenced everyone in no time. “Aisha, I’d like to speak with you after class,” she said gently. Aisha’s face turned red with embarrassment. “Yes…ma’am,” she whispered as she sank into her seat.
After the bell rang, Aisha slowly made her way to the teacher’s office, fearing the conversation. She knocked on the door softly. Miss Eman answered the door with a warm smile. “Please, sit down.” Miss Eman looked at Aisha. “You’re a bright student, Aisha. You do so well in everything except reading. What’s going on The words in the book are simple, but I see you struggling.”
Aisha looked down at her hands and explained that she suffered from dyslexia (讀寫困難癥). That meant the words just jumped around when she tried to read and it was really hard to focus. Miss Eman’s face softened with understanding. “Aisha, why didn’t you tell me earlier You don’t have to hide this. Being different just means you learn in a special way. There’s nothing to be ashamed of. I’ll bring some special reading materials to help you. We’ll work on this together, okay ” Aisha smiled, feeling hopeful for the first time.
The next day, during the break, Miss Eman handed Aisha a bag filled with special books. “These are from a reading center. They’re made for students with dyslexia. Let’s see how they work for you,” Miss Eman said. Aisha accepted the bag gratefully. “Thank you, ma’am.”
注意：1. 續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
In the following months, Aisha practiced hard with the materials.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When the results of the reading test were posted, Aisha was excited.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
In the following months, Aisha practiced hard with the materials. At first, it was tough, but slowly, things started to change. The words didn’t jump around as much anymore, and reading became less frightening. She began to make progress, and Miss Eman encouraged her every step on the way; the special materials made reading much easier, which boosted Aisha’s confidence. Then came the time for the reading test. As she started reading the passage, she noticed that the words stayed still and clear. Aisha smiled to herself as she finished the test.
When the results of the reading test were posted, Aisha was excited. She scored 40 out of 50! Tears of joy filled her eyes as she raced to Miss Eman, throwing her arms around her in a tight hug. “Thank you, ma’am! I couldn’t have done this without your help!” Aisha cried, her heart full of gratitude. Miss Eman smiled warmly, her eyes shining with pride. “You did this, Aisha. Your hard work and determination brought you this far.” Her classmates watched her with admiration. Even those who had once laughed at her were impressed by her success.
【解析】
【導(dǎo)語(yǔ)】本文以人物為線索展開。伊曼老師讓艾莎讀第二段，艾莎因患有讀寫困難癥而結(jié)巴，遭同學(xué)嘲笑，老師制止并要課后談話。艾莎向老師解釋情況，老師表示理解，還將帶來特殊材料幫她，次日給她裝有特殊書籍的袋子。
【詳解】1. 段落續(xù)寫
①由第一段句首內(nèi)容“在接下來的幾個(gè)月里，艾莎努力練習(xí)這些材料。”可知，第一段可以描寫艾莎逐步取得的進(jìn)步和最終的效果。
②由第二段句首內(nèi)容“當(dāng)閱讀測(cè)試的結(jié)果公布時(shí)，艾莎很興奮。”可知，第二段可以描寫艾莎取得的好成績(jī)和對(duì)老師的感激。
2. 續(xù)寫線索：努力練習(xí)——取得進(jìn)步——結(jié)果公布——取得好成績(jī)——對(duì)老師感激——同學(xué)欽佩
3. 詞匯激活
行為類
①增強(qiáng)自信：boost confidence/promote confidence
②變得：become/get
③鼓勵(lì)：encourage/support
情緒類
①可怕的：frightening/terrifying
②感激：gratitude/appreciation
【點(diǎn)睛】【高分句型1】As she started reading the passage, she noticed that the words stayed still and clear. (運(yùn)用了As引導(dǎo)的時(shí)間狀語(yǔ)從句、that引導(dǎo)的賓語(yǔ)從句)
【高分句型2】Even those who had once laughed at her were impressed by her success. (運(yùn)用了who引導(dǎo)的定語(yǔ)從句)

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