資源簡介

Passage 1
Jessie, an experienced sailor, loved the steady wind and clear skies as she sailed her boat. But her peaceful afternoon was disrupted by jet - skiers from West Haven Watersports Club, whose reckless driving endangered her.
The jet - skiers, ignoring the no - wake rule, zoomed around, causing waves that threatened to capsize Jessie’s boat. She tried to confront them, but they mocked her.
Back at the West Haven Sailing Club, Jessie shared her concerns with fellow sailors. Kevin, a friend, suggested reporting the jet - skiers, but the club had little power.
As the Summer Regatta neared, Jessie hoped for a smooth race. However, the jet - skiers’ presence loomed. On the day of the race, Jessie faced not only the competition but also the threat of the jet - skiers.
During the race, a jet - ski caused chaos, nearly hitting Jessie’s boat. But Jessie, with her sailing skills and determination, managed to avoid disaster.
After the race, Jessie learned that the jet - skier who caused trouble was Jason, a former club member. Despite the incident, Jessie’s love for sailing and her community kept her going. She knew she had to keep fighting to protect the sailing waters she cherished.
What disrupted Jessie’s peaceful sailing afternoon
A. A sudden storm.
B. Faulty boat equipment.
C. Reckless jet - skiers.
D. A collision with another sailboat.
2. How does the author probably view Jessie’s actions
A. They show the importance of giving up in the face of danger.
B. They illustrate a sailor’s courage and determination to protect her sport.
C. They prove that competition is more important than safety.
D. They warn against participating in sailing races.
3. Which of the following best describes Jessie
A. Timid and afraid to stand up for herself.
B. Aggressive and quick to start conflicts.
C. Skilled and passionate about protecting sailing.
D. Careless and unaware of the dangers around her.
4. What is the best title for the passage
A. The Dangers of Jet - Skiing
B. A Sailor’s Fight to Protect Her Waters
C. The Summer Regatta Race
D. Troubles at the West Haven Sailing Club
Passage 2
Plants are far more complex than we often give them credit for. They can sense and respond to the world in surprising ways.
________. For example, some plants make clicking noises when stressed. In 2023, a team in Tel Aviv, Israel, recorded clicks from plants under stress like drought or being cut. These sounds, though high - pitched for humans, might be detectable by other organisms.
Plants also have “languages” beyond chemicals. Most studies focus on chemical signals, but sound is part of their communication too. 2. ________. When nibbled by insects, tomato plants release chemicals to attract enemies of the pests, showing a form of defense communication.
________. The famous Mimosa pudica, for instance, folds its leaves when disturbed. Researchers found it can learn: after being dropped 60 times, it stopped reacting as it “remembered” the drop wasn’t harmful. Months later, it still didn’t fold leaves when dropped again, forming long - term memories.
How do plants do all this without a brain or nervous system 4. ________. They have a “plumbing system” of tubes (xylem and phloem) that moves water and nutrients. This system can also act like a communication network, using neurotransmitters similar to those in animals, even though plants lack a traditional nervous system.
________. Some scientists argue these abilities show intelligence, while others say the definition of “intelligence” for plants is still unclear. But one thing is certain: plants solve survival problems in their own unique ways, whether it’s getting water, fighting enemies, or adapting to the environment.
A. Plant Communication Beyond Chemicals
B. Plant Learning and Memory Abilities
C. The “Plumbing System” as a Communication Network
D. Plant Responses to Stress and Sound
E. Debates Over Plant Intelligence
F. How Plants Defend Themselves
G. Plants' Unique Way of Sensing the World
Passage 3
Determining when flowers first appeared on Earth has puzzled scientists for centuries. Even Charles Darwin called it “an abominable mystery.” Recently, scientists studied ancient pollen grains from Portugal, invisible to the naked eye. They concluded flowering plants emerged at least 123 million years ago—about 2 million years earlier than previously thought.
Understanding the origin of flowers helps scientists grasp how life on Earth developed. Flowering plants, or angiosperms, reproduce by attracting insects to spread pollen, supporting complex ecosystems. For about 75% of Earth’s plant - existence time, there were no flowers; instead, green conifer trees, mosses, and ferns dominated. Flowers later spread widely, now making up 90% of living plants, including most food sources.
Angiosperms produce flowers—like apple trees, roses, and potato plants. Most are eudicots, sprouting two initial leaves. To find their origin, German researchers studied tiny pollen grains from Portuguese eudicot plants. These grains likely entered a river millions of years ago, reached an ancient ocean, and were buried in rock, becoming fossils. The oldest studied pollen is 123 million years old, older than the 120.4 - million - year - old pollen found in England in 1990.
The research team hopes this method aids future studies of fossilized plants, offering insights into how flowering plants shaped Earth’s evolution.
What is the main purpose of the first paragraph
A. To introduce a long - standing scientific puzzle.
B. To praise Charles Darwin’s scientific insights.
C. To explain how pollen grains are studied.
D. To compare ancient and modern plants.
Which of the following is TRUE about flowering plants
A. They have existed on Earth for about 75% of plant - existence time.
B. The oldest pollen of flowering plants was found in England in 1990.
C. They make up 90% of all living plants and include most food sources.
D. Eudicots, the most common type, have three initial leaves.
What do the researchers hope their new approach will achieve
A. To find more fossils in Portuguese rivers.
B. To help future studies of fossilized plants.
C. To prove all flowering plants are eudicots.
D. To recreate ancient ecosystems.
What is the main idea of the passage
A. How insects help flowering plants reproduce.
B. The different types of ancient plants on Earth.
C. New research on the origin time of flowering plants.
D. Charles Darwin’s views on flowering plants.
Passage 1 答案
C
解析：根據原文第一段 “But her peaceful afternoon was disrupted by jet - skiers from West Haven Watersports Club, whose reckless driving endangered her.” 可知，是魯莽的噴氣滑艇駕駛者擾亂了 Jessie 平靜的航行。
B
解析：文中描述 Jessie 在面對噴氣滑艇的威脅時，憑借航海技能和決心避免了災難，且賽后仍堅持保護自己珍視的航行水域，體現了她作為水手的勇氣和保護這項運動的決心，作者對此持肯定態度。
C
解析：Jessie 是經驗豐富的水手（skilled），且在遭遇干擾后仍熱愛航海、堅持保護航行水域（passionate about protecting sailing），符合選項描述。
B
全文圍繞 Jessie 在航行中遭遇噴氣滑艇干擾，并堅持保護自己珍視的航行水域展開，“A Sailor’s Fight to Protect Her Waters” 最能概括主旨。
Passage 2 答案
D
解析：空后舉例說明植物在壓力下會發出聲音，與 “Plant Responses to Stress and Sound”（植物對壓力和聲音的反應）匹配。
A
解析：前文提到植物的 “語言” 不止化學信號，還有聲音，空后舉例說明植物的防御性交流，與 “Plant Communication Beyond Chemicals”（超越化學物質的植物交流）匹配。
B
解析：空后以含羞草為例，說明植物能學習和形成記憶，與 “Plant Learning and Memory Abilities”（植物的學習和記憶能力）匹配。
C
解析：空后解釋植物的 “plumbing system”（管道系統）如何作為交流網絡，與 “The ‘Plumbing System’ as a Communication Network” 匹配。
E
解析：空后討論科學家對植物是否有智力的爭論，與 “Debates Over Plant Intelligence”（關于植物智力的爭論）匹配。
Passage 3 答案
A
解析：第一段開頭指出 “確定花首次出現在地球的時間困惑了科學家幾個世紀”，并提到達爾文的評價，旨在引出這一長期存在的科學難題。
C
解析：根據原文 “Flowers later spread widely, now making up 90% of living plants, including most food sources.” 可知，選項 C 表述正確。
B
解析：原文最后一句提到 “The research team hopes this method aids future studies of fossilized plants”，即研究者希望他們的方法能幫助未來對化石植物的研究。
C
解析：全文圍繞一項新研究展開，該研究將開花植物的起源時間提前了約 200 萬年，核心是關于開花植物起源時間的新發現，選項 C 最能概括主旨。Passage 1
Jessie, an experienced sailor, loved the steady wind and clear skies as she sailed her boat. But her peaceful afternoon was disrupted by jet - skiers from West Haven Watersports Club, whose reckless driving endangered her.
The jet - skiers, ignoring the no - wake rule, zoomed around, causing waves that threatened to capsize Jessie’s boat. She tried to confront them, but they mocked her.
Back at the West Haven Sailing Club, Jessie shared her concerns with fellow sailors. Kevin, a friend, suggested reporting the jet - skiers, but the club had little power.
As the Summer Regatta neared, Jessie hoped for a smooth race. However, the jet - skiers’ presence loomed. On the day of the race, Jessie faced not only the competition but also the threat of the jet - skiers.
During the race, a jet - ski caused chaos, nearly hitting Jessie’s boat. But Jessie, with her sailing skills and determination, managed to avoid disaster.
After the race, Jessie learned that the jet - skier who caused trouble was Jason, a former club member. Despite the incident, Jessie’s love for sailing and her community kept her going. She knew she had to keep fighting to protect the sailing waters she cherished.
What disrupted Jessie’s peaceful sailing afternoon
A. A sudden storm.
B. Faulty boat equipment.
C. Reckless jet - skiers.
D. A collision with another sailboat.
2. How does the author probably view Jessie’s actions
A. They show the importance of giving up in the face of danger.
B. They illustrate a sailor’s courage and determination to protect her sport.
C. They prove that competition is more important than safety.
D. They warn against participating in sailing races.
3. Which of the following best describes Jessie
A. Timid and afraid to stand up for herself.
B. Aggressive and quick to start conflicts.
C. Skilled and passionate about protecting sailing.
D. Careless and unaware of the dangers around her.
4. What is the best title for the passage
A. The Dangers of Jet - Skiing
B. A Sailor’s Fight to Protect Her Waters
C. The Summer Regatta Race
D. Troubles at the West Haven Sailing Club
Passage 2
Plants are far more complex than we often give them credit for. They can sense and respond to the world in surprising ways.
________. For example, some plants make clicking noises when stressed. In 2023, a team in Tel Aviv, Israel, recorded clicks from plants under stress like drought or being cut. These sounds, though high - pitched for humans, might be detectable by other organisms.
Plants also have “languages” beyond chemicals. Most studies focus on chemical signals, but sound is part of their communication too. 2. ________. When nibbled by insects, tomato plants release chemicals to attract enemies of the pests, showing a form of defense communication.
________. The famous Mimosa pudica, for instance, folds its leaves when disturbed. Researchers found it can learn: after being dropped 60 times, it stopped reacting as it “remembered” the drop wasn’t harmful. Months later, it still didn’t fold leaves when dropped again, forming long - term memories.
How do plants do all this without a brain or nervous system 4. ________. They have a “plumbing system” of tubes (xylem and phloem) that moves water and nutrients. This system can also act like a communication network, using neurotransmitters similar to those in animals, even though plants lack a traditional nervous system.
________. Some scientists argue these abilities show intelligence, while others say the definition of “intelligence” for plants is still unclear. But one thing is certain: plants solve survival problems in their own unique ways, whether it’s getting water, fighting enemies, or adapting to the environment.
A. Plant Communication Beyond Chemicals
B. Plant Learning and Memory Abilities
C. The “Plumbing System” as a Communication Network
D. Plant Responses to Stress and Sound
E. Debates Over Plant Intelligence
F. How Plants Defend Themselves
G. Plants' Unique Way of Sensing the World
Passage 3
Determining when flowers first appeared on Earth has puzzled scientists for centuries. Even Charles Darwin called it “an abominable mystery.” Recently, scientists studied ancient pollen grains from Portugal, invisible to the naked eye. They concluded flowering plants emerged at least 123 million years ago—about 2 million years earlier than previously thought.
Understanding the origin of flowers helps scientists grasp how life on Earth developed. Flowering plants, or angiosperms, reproduce by attracting insects to spread pollen, supporting complex ecosystems. For about 75% of Earth’s plant - existence time, there were no flowers; instead, green conifer trees, mosses, and ferns dominated. Flowers later spread widely, now making up 90% of living plants, including most food sources.
Angiosperms produce flowers—like apple trees, roses, and potato plants. Most are eudicots, sprouting two initial leaves. To find their origin, German researchers studied tiny pollen grains from Portuguese eudicot plants. These grains likely entered a river millions of years ago, reached an ancient ocean, and were buried in rock, becoming fossils. The oldest studied pollen is 123 million years old, older than the 120.4 - million - year - old pollen found in England in 1990.
The research team hopes this method aids future studies of fossilized plants, offering insights into how flowering plants shaped Earth’s evolution.
What is the main purpose of the first paragraph
A. To introduce a long - standing scientific puzzle.
B. To praise Charles Darwin’s scientific insights.
C. To explain how pollen grains are studied.
D. To compare ancient and modern plants.
Which of the following is TRUE about flowering plants
A. They have existed on Earth for about 75% of plant - existence time.
B. The oldest pollen of flowering plants was found in England in 1990.
C. They make up 90% of all living plants and include most food sources.
D. Eudicots, the most common type, have three initial leaves.
What do the researchers hope their new approach will achieve
A. To find more fossils in Portuguese rivers.
B. To help future studies of fossilized plants.
C. To prove all flowering plants are eudicots.
D. To recreate ancient ecosystems.
What is the main idea of the passage
A. How insects help flowering plants reproduce.
B. The different types of ancient plants on Earth.
C. New research on the origin time of flowering plants.
D. Charles Darwin’s views on flowering plants.

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