?2024屆浙江省強(qiáng)基聯(lián)盟高三仿真模擬卷（一）英語(yǔ)試題
學(xué)校:___________姓名：___________班級(jí)：___________考號(hào)：___________

一、閱讀理解
The National Library is one of Scotland’s foremost research libraries with an unparalleled collection of Scottish, national and international material. Our two main reading rooms are located in our George Ⅳ Bridge Building in Edinburgh:
* In the Special Collections Reading Room you can consult our rare books, manuscripts, and music collections.
* In the General Reading Room you can consult the rest of our material.
We also have a Maps Reading Room in our Cause wayside Building in Edinburgh. To consult our maps you should book an appointment in advance.
To access our reading rooms you must register for a library card. You must show your card on entry and keep it with you at all times. To safeguard our collections, we ask those using our reading rooms to observe our guidelines for care of the collections. For more details, see:
* Care of the collections: General Reading Room
* Care of the collections: Special Collections Reading Room
* Care of the collections: Maps Reading Room
No pens are allowed in our reading rooms. You can take pencils, paper, books, phones, laptops and tablets into the reading rooms, but bags larger than A4 size (29 cm×21 cm) must be left in lockers. Lockers in our George Ⅳ Bridge Building are operated with a ￡1 coin and there is a change machine on the ground floor. Lockers in the Maps Reading Room do not require a ￡1 coin. Laptops can be used in designated areas and we offer free WiFi.
1．Where will you go if you’re studying the history of Scottish music?
A．The Special Collections Reading Room. B．The General Reading Room.
C．The Maps Reading Room. D．The Academic Center.
2．What is the first step to access the Maps Reading Room?
A．Show your library card on entry. B．Make an appointment beforehand.
C．Get familiar with the guidelines. D．Leave oversized bags in lockers.
3．Where is this text probably taken from?
A．A local newspaper. B．A registration guide.
C．A library website. D．A student handbook

William Lindesay, renowned Great Wall expert and conservationist, and his wife Wu Qi have traveled across the globe by the back paths, providing their sons Jimmy and Tommy a unique environment for personal growth.
Sunhats, backpacks, sneakers and trekking poles — these are the day-to-day must-haves of the family. This East-meets-West couple started traveling while their younger son was still in nappies in 2003. Most of their trips, most of which are far from the hot spots recommended by travel guidebooks, seem more rigorous than leisurely — heritage study in the Mongolian deserts, a 53-kilometer hiking tour of New Zealand, a one-day climb of three English summits and a six-day train ride from Beijing to Moscow.
“Real travel may be hard, uncertain, uncomfortable, but there’s a feel-good factor when you pass a test of some kind,” Lindesay wrote in the family’s newly published travel memoir Pages of Discovery.
Lindesay attaches great importance to learning out of the classroom, saying that children might score well on school tests, but that experience of the world outside, in distant lands, with different languages, scripts, political structures, and religious beliefs, is the real testing ground.
Children in this international family did not have the same pressure to perform on school tests, but they had “homework” on the road. Wu asked her sons to write travel diaries, collect tickets, draw maps and summarize travel tips. She says such habits, though they might not directly improve test scores, will pay dividends in later life.
These experiences certainly shaped their sons’ characters and influenced their chosen study at university. One read world history, the other international relations. The two brothers also share an interest in historical monuments, and the Great Wall in particular. They are now planning to follow in their father’s footsteps with a new 4,500-km hike on the Great Wall.
“My parents view the world as a big classroom, and my brother and I are the biggest beneficiaries,” Jimmy says.
4．Which of the following best describes their trips across the world?
A．Hard and risky. B．Unique yet stressful.
C．Challenging and educational. D．Leisurely yet rewarding.
5．What can we infer about the couple from the text?
A．They think little of school education.
B．They believe travel provides real education.
C．They ask their sons to follow their career path.
D．They require their sons to perform well on school tests.
6．What do the underlined words “pay dividends” mean in paragraph 5?
A．Bring advantages. B．Pay a price.
C．Improve scores. D．Make mistakes.
7．What does the family’s story tell us?
A．Good company on the road is the shortest cut.
B．Good habits formed at youth make all the difference.
C．A journey of a thousand miles begins with a single step.
D．It is better to travel 10,000 miles than to read 10,000 books.

Young people are being criticized for working from home again, with one professor saying it adversely affects their professional and romantic success.
Scott Galloway, a marketing professor at the New York University, spoke about the harms of being at home at The Wall Street Journal’s CEO Council Summit, on Wednesday.
A clip posted on TikTok shows Galloway saying, “You should never be at home. That’s what I tell young people. Home is for seven hours of sleep and that’s it. The amount of time you spend at home is oppositely correlated to your success professionally and romantically. You need to be out of the house.”
In another clip at the same event, the professor insisted that success and work-life balance do not go hand in hand. He said, “If you expect to be in the top 10% economically, much less the top 1%, buck up. Two decades plus, of nothing but work. That’s my experience.”
Galloway has long been an advocate of office working and shunned remote working habits because it weakens young people’s ability to build relationships and network. He previously advised young workers, “Before you collect dogs and spouses, get into the office, establish mentors, establish friends,” in an interview with CNN. He added that workers who get promoted are the ones with the best relationships at work.
Billionaire CEO Elon Musk is also on a campaign against remote workers and called the practice “morally wrong” in a recent interview with CNBC．
Musk has incorporated this value across his various companies including giving Tesla employees a final warning to either quit or return to the office last year. He also called Twitter employees back to the office 40 hours a week shortly after his $44 billion takeover.
However, remote working may be here to stay. Around 55% of remote workers in the US said they are willing to take a pay cut to continue working from home, a recent poll by The Washington Post found.
8．What can be the harm of working from home according to Galloway?
A．Less successful careers. B．Imbalance between work and life.
C．Worse relationship at home. D．Loss of sleep time.
9．What can be Galloway’s advice to young workers?
A．Develop remote working habits. B．Keep a pet at home.
C．Establish relationships in the office. D．Get promotion at work.
10．Why are Tesla and Twitter mentioned in Paragraph 7?
A．To present n solution to remote working.
B．To explain the harm of working remotely.
C．To illustrate Musk’s attitude to working from home.
D．To warn the remote worker of the possible job loss.
11．What can we infer from the last paragraph?
A．Remote workers will be less paid.
B．Remote working will disappear sooner or later.
C．The majority of people prefer remote working.
D．Remote working is controversial among people.

A new study suggests that mindfulness education — lessons on techniques to calm the mind and body — can reduce the negative effects of stress and increase students’ ability to stay engaged, helping them stay on track academically and avoid behavior problems.
After finding that students who self-reported mindful habits performed better on tests and had higher grades, researchers from the Center for Education Policy Research at Harvard University wanted to know if school-based mindfulness training could help more students reap similar benefits.
They designed a study focusing on sixth-graders in a Boston school. The study showed that sixth-graders who participated in an eight-week mindfulness were less stressed out than their classmates who hadn’t. Practicing mindfulness had helped improve the ability to focus in the moment, expanding students’ capacity to learn and regulate their emotions.
Four times a week, instructors from Calmer Choice, a Massachusetts nonprofit specializing in mindfulness education, taught the group techniques and led them through practices, like focusing on a rock for a minute, then discussing when their mind wandered and refocused on the rock. Another group of sixth-graders took computer coding during that time instead. The students were randomly assigned between the groups.
At the end of the eight weeks, the mindfulness group reported being less stressed than they had been before the mindfulness education, and better able to practice self-control. And their amygdalae, the part of the brain that controls emotion, responded less to pictures of fearful faces than they did prior to the mindfulness work, suggesting their brains were less sensitive to negative stimuli, or, in other words, that they were less likely to get stressed out and lose focus. The group who attended coding classes didn’t see the same benefits.
The findings suggest that the mindfulness instruction helped boost students’ attention skills, as well as develop coping mechanisms for stress. The researchers believe it could be especially useful for schools to support students suffering from severe mental damage and other adversities that trigger stress in the body, hurting students’ ability to succeed.
12．What was the purpose of the study?
A．To examine the techniques for practicing mindfulness.
B．To study the effects of group mindfulness training on students.
C．To see how students help themselves to perform better on tests.
D．To understand why mindfulness training calms the mind and body.
13．How was the study conducted?
A．By listing benefits of mindfulness education.
B．By scanning the brain to see how it controls emotions.
C．By teaching different students different mindfulness skills.
D．By comparing two groups of students attending different classes.
14．What change took place after the students practiced mindfulness work?
A．They felt easier to stay focused. B．They were better at computer coding.
C．Their mind was wandering more actively. D．Their brains were more aware of negativity.
15．Who are the most possible target readers of the passage?
A．Stressful parents. B．Mindful instructors.
C．Emotional students. D．School educators.


二、七選五
Some people measure success by the wealth they’ve accumulated, or the status they’ve achieved. Yet, even though they’ve reached success beyond their wildest dreams, they still feel something is missing from their life. Their soul may be searching for something more. 16
Although everyone is different, there are common threads that bind a life with purpose.
Live by your beliefs and values.
People who live a life of purpose have core beliefs and values that influence their decisions, shape their daily actions, and determine their priorities. They place significant value on being a person of virtue. 17 And they spend more time listening to their inner voice than being influenced by others.
Follow your passion.
People who live a life of purpose wake up each morning eager to face the new day. They pursue their dreams with enthusiasm, put their heart into everything they do, and feel that they’re personally making a difference. As James Dean once said, “ 18 ”
Feel content.
People who live a life of purpose have an inner peace. They’re satisfied with what they have and who they are. 19 As the saying goes, “The real measure of your wealth is how much you’d be worth if you lost all your money.”
20
People who live a life of purpose have a positive impact on someone else’s life. They are willing to help people in need and make their life better and happier. They gain as much satisfaction witnessing the success of others as witnessing their own.
Without purpose, it’s easy to wander aimlessly through life instead of following your North Star. Without purpose, it’s easy to achieve remarkable success and still feel that life is passing you by.
A．Make a difference.
B．It’s the purpose of life.
C．Put others before yourself.
D．So they live with certain moral principles.
E．The secret of success is constancy to purpose.
F．Dream as if you’ll live forever and live as if you’ll die today.
G．To them, the grass is greener on their own side of the fence.


三、完形填空
Long ago, in a village lived a wise old man. All the villagers were unhappy because they thought their neighbours had better lives, so day and night the 21 townsfolk would burst into the old man’s house for endless 22 about their fortune.
Early one brisk autumn morning, the old man posted a huge sign in the village square that 23 : ALL CITIZENS WILL GATHER HERE AT NOON. BRING A BIG GREEN PICKLE (泡菜).
At twelve sharp all the villagers gathered in the square with a big, green pickle. The old man said, “I want you all to put your pickle down by your feet!” The crowd became 24 . After considerable 25 and complaining, the villagers did as the old man said.
Then the old man spoke once again, “Imagine that everything you are — your wisdom and your 26 , your blessings and your misfortune, your 27 and your weaknesses — is in your pickle. If you don’t like your pickle, no big deal. 28 someone else’s. Go ahead and choose.”
With that 29 , all the villagers now had the overwhelming 30 of deciding whose pickle they wanted. The baker’s eye 31 fell on the schoolteacher’s pickle. The schoolteacher’s eye 32 over to the tailor’s. Every eye 33 every pickle in town. However, when it was over, the townspeople — every single one of them — had 34 their very own pickles.
Since that day, whenever a villager approached the old man to complain, he would simply say, “It’s your 35 ; you picked it.”
21．A．boring B．noisy C．nervous D．envious
22．A．complaints B．quarrels C．discussions D．suggestions
23．A．wrote B．read C．noted D．displayed
24．A．excited B．a(chǎn)wkward C．silent D．restless
25．A．a(chǎn)pproving B．a(chǎn)ttempting C．doubting D．reviewing
26．A．foolishness B．intelligence C．courage D．inspiration
27．A．shortcomings B．talents C．confidence D．wealth
28．A．Pick B．Admire C．Post D．Value
29．A．a(chǎn)ssistance B．command C．a(chǎn)nnouncement D．promise
30．A．profit B．task C．method D．fear
31．A．gradually B．constantly C．immediately D．casually
32．A．circled B．passed C．pulled D．shot
33．A．examined B．marked C．competed D．labeled
34．A．put away B．taken back C．missed out D．set aside
35．A．fortune B．choice C．pickle D．lesson


四、用單詞的適當(dāng)形式完成短文
閱讀下面材料，在空白處填入適當(dāng)?shù)膬?nèi)容（1個(gè)單詞）或括號(hào)內(nèi)單詞的正確形式。
Ancient books from the Song (960 — 1279) and Yuan (1271 — 1368) dynasties are now 36 show at a new exhibition at the Shanghai Museum and about half of the exhibits 37 (list) as “treasured ancient books” in China.
Pages Through the Ages: A Selection of the Song and Yuan Rare Books of the Shanghai Museum is set to run through Aug 13, 38 (feature) 66 precious books from the 10th to the 14th centuries. It is the first large showcase of ancient books from the 39 (collect) of the museum.
There is a saying among the archaeological circles in China 40 goes, “A page from a book of the Song Dynasty is worth a tael of gold”, which refers to the importance 41 high value of these ancient books.
The Song and Yuan dynasties saw 42 peak in the development of Chinese culture, and this coincided with the 43 (gold) age of ancient books in China, says Chu Xiaobo, director of the Shanghai Museum.
This period also saw vast improvements 44 (make) to paper-making, ink manufacturing and block printing techniques, and their rapid development 45 (lead) to the creation of diversified binding formats that ranged from scrolls to butterfly to concertina and wrapped-back bindings.


五、邀請(qǐng)信
46．假定你是李華，請(qǐng)你給你的美國(guó)朋友Chris寫(xiě)一封郵件，告訴他你將參加當(dāng)?shù)匾粋€(gè)體驗(yàn)農(nóng)場(chǎng)生活的夏令營(yíng)活動(dòng)，希望他一起參加內(nèi)容包括：
1.介紹夏令營(yíng)的相關(guān)信息；
2.詢(xún)問(wèn)對(duì)方意愿。
注意：1.寫(xiě)作詞數(shù)應(yīng)為80左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Dear Chris,
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua

六、讀后續(xù)寫(xiě)
47．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。
I had all the usual child fears. I couldn’t go to sleep unless the light in my bedroom was on. I dreaded that someday when my mother was distracted, Crazy Betty (our local small-town oddball) would grab me in the grocery store. On the hottest summer nights, my feet had to be wrapped tightly in my bed sheets; if one of them hung bare over the side of the bed, who knew what might grab it in its cold, slimy claw.
But all other frights paled in comparison with the Great Fear, the Titanic of my childhood terrors. That fear — and I admit, I feel a tightening in stomach typing the words even today — was that something would happen to Monk-Monk, my beloved toy monkey. That was the deepest fear of my childhood and I learned from it the lesson of cherishing what’s important in my life.
Looking at Monk-Monk today, you wouldn’t see what I see. You’d see a torn, discolored sock monkey, very much past his prime, stuffing leaking from his stumpy tail, holes on his sock-body inexpertly stitched up with thread that doesn’t match. I see my dearest childhood friend, my companion of a thousand nights. When I was only two and very ill, an aunt made him for me and delivered him to the hospital. I bonded with him fiercely and rarely let him out of my sight. When no one else was around, Monk-Monk played endless games with me, soaked up my tears, and listened to my secrets.
And then Uncle Ken came to visit. He lived in Ohio and occasionally he would come and stay with us for a couple of days. I didn’t know Uncle Ken well, and I didn’t like him very much. I had the feeling that he didn’t really like me, either. He clearly thought it was pretty silly that a big first-grader was dragging a sock monkey around, and he teased me by saying he thought he’d take Monk-Monk home to Ohio with him. His words almost scared me to death. I clutched Monk-Monk more tightly.
注意：
1. 續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
I was at school a few days later when Uncle Ken left.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Finally Monk-Monk was found jammed behind the sofa.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

參考答案：
1．A 2．B 3．C

【導(dǎo)語(yǔ)】這是一篇應(yīng)用文。文章主要介紹了蘇格蘭國(guó)家圖書(shū)館不同閱覽室的功能和注意事項(xiàng)。
1．推理判斷題。由文章第二段“In the Special Collections Reading Room you can consult our rare books, manuscripts, and music collections.(在特藏閱覽室，您可以查閱我們的珍本書(shū)籍、手稿和音樂(lè)收藏。)”可知，如果你正在學(xué)習(xí)蘇格蘭音樂(lè)史，特藏閱覽室是最好的選擇。故選A。
2．細(xì)節(jié)理解題。由文章第四段“We also have a Maps Reading Room in our Cause wayside Building in Edinburgh. To consult our maps you should book an appointment in advance.(我們?cè)趷?ài)丁堡的Cause路旁大樓里也有一個(gè)地圖閱覽室。要查閱我們的地圖，您應(yīng)該提前預(yù)約。)”可知，進(jìn)入地圖閱覽室的第一步是提前預(yù)約。故選B。
3．推理判斷題。由文章第一段中“The National Library is one of Scotland’s foremost research libraries with an unparalleled collection of Scottish, national and international material.(國(guó)家圖書(shū)館是蘇格蘭最重要的研究型圖書(shū)館之一，擁有無(wú)與倫比的蘇格蘭、國(guó)家和國(guó)際資料收藏。)”引出本文主題，可知本文主要介紹蘇格蘭國(guó)家圖書(shū)館，故這段文字可能取自一個(gè)圖書(shū)館網(wǎng)站。故選C。
4．C 5．B 6．A 7．D

【導(dǎo)語(yǔ)】這是一篇記敘文，文章講述了William Lindesay是著名的長(zhǎng)城專(zhuān)家和自然環(huán)境保護(hù)主義者，他和妻子帶著孩子走遍世界各地，用實(shí)際行動(dòng)踐行了“讀萬(wàn)卷書(shū)不如行萬(wàn)里路”。
4．推理判斷題。根據(jù)第二段中“Most of their trips, most of which are far from the hot spots recommended by travel guidebooks, seem more rigorous than leisurely — heritage study in the Mongolian deserts, a 53-kilometer hiking tour of New Zealand, a one-day climb of three English summits and a six-day train ride from Beijing to Moscow.(他們的大部分旅行都遠(yuǎn)離旅游指南推薦的熱門(mén)景點(diǎn)，似乎比在蒙古沙漠中學(xué)習(xí)遺產(chǎn)、在新西蘭徒步旅行53公里、在英國(guó)攀登三座山峰一天以及從北京到莫斯科的六天火車(chē)旅行等悠閑的旅行要嚴(yán)格得多)”和第三段中“Real travel may be hard, uncertain, uncomfortable(真正的旅行可能是艱難的、不確定的、不舒服的)”可知，他們的很多旅行是具有挑戰(zhàn)性的；根據(jù)倒數(shù)第二段中“These experiences certainly shaped their sons’ characters and influenced their chosen study at university. One read world history, the other international relations. The two brothers also share an interest in historical monuments, and the Great Wall in particular.(這些經(jīng)歷無(wú)疑塑造了他們兒子的性格，并影響了他們選擇在大學(xué)學(xué)習(xí)。一個(gè)讀世界歷史，另一個(gè)讀國(guó)際關(guān)系。這兩兄弟還對(duì)歷史遺跡，尤其是長(zhǎng)城很感興趣)”可知，這些旅行經(jīng)歷對(duì)孩子來(lái)說(shuō)有教育意義，故選C。
5．推理判斷題。根據(jù)第四段“Lindesay attaches great importance to learning out of the classroom, saying that children might score well on school tests, but that experience of the world outside, in distant lands, with different languages, scripts, political structures, and religious beliefs, is the real testing ground.(Lindesay非常重視課堂外的學(xué)習(xí)，他說(shuō)，孩子們可能在學(xué)校考試中取得好成績(jī)，但在遙遠(yuǎn)的地方，在不同的語(yǔ)言、文字、政治結(jié)構(gòu)和宗教信仰的外部世界的經(jīng)歷，才是真正的試驗(yàn)場(chǎng))”和第五段中“Wu asked her sons to write travel diaries, collect tickets, draw maps and summarize travel tips. She says such habits, though they might not directly improve test scores, will pay dividends in later life.(Wu讓她的兒子們寫(xiě)旅行日記，收集車(chē)票，繪制地圖，總結(jié)旅行小貼士。她說(shuō)，這樣的習(xí)慣雖然可能不會(huì)直接提高考試成績(jī)，但會(huì)在以后的生活中帶來(lái)好處)”可知，這對(duì)夫婦認(rèn)為旅行能提供真正的教育，故選B。
6．詞句猜測(cè)題。根據(jù)第五段中“Wu asked her sons to write travel diaries, collect tickets, draw maps and summarize travel tips.(Wu讓她的兒子們寫(xiě)旅行日記，收集車(chē)票，繪制地圖，總結(jié)旅行小貼士)”可知，Wu讓兒子這樣做應(yīng)是對(duì)他們有好處，結(jié)合畫(huà)線(xiàn)詞所在句中“She says such habits, though they might not directly improve test scores (她說(shuō)，這樣的習(xí)慣雖然可能不會(huì)直接提高考試成績(jī))”中though表達(dá)的讓步語(yǔ)氣可知，此處指這樣的習(xí)慣雖然可能不會(huì)直接提高考試成績(jī)，但會(huì)在以后的生活中帶來(lái)好處，pay dividends意為“帶來(lái)好處”，故選A。
7．推理判斷題。根據(jù)第四段“Lindesay attaches great importance to learning out of the classroom, saying that children might score well on school tests, but that experience of the world outside, in distant lands, with different languages, scripts, political structures, and religious beliefs, is the real testing ground.(Lindesay非常重視課堂外的學(xué)習(xí)，他說(shuō)，孩子們可能在學(xué)?？荚囍腥〉煤贸煽?jī)，但在遙遠(yuǎn)的地方，在不同的語(yǔ)言、文字、政治結(jié)構(gòu)和宗教信仰的外部世界的經(jīng)歷，才是真正的試驗(yàn)場(chǎng))”和最后一段中“My parents view the world as a big classroom, and my brother and I are the biggest beneficiaries(我的父母把世界看作一個(gè)大教室，我和哥哥是最大的受益者)”可知，Lindesay非常重視課堂外的學(xué)習(xí)，讓孩子們?cè)诼眯兄惺芤?，故這家人的故事告訴我們“讀萬(wàn)卷書(shū)不如行萬(wàn)里路”，故選D。
8．A 9．C 10．C 11．C

【導(dǎo)語(yǔ)】這是一篇新聞報(bào)道。紐約大學(xué)市場(chǎng)營(yíng)銷(xiāo)學(xué)教授加洛韋周三在《華爾街日?qǐng)?bào)》的CEO理事會(huì)峰會(huì)上談到了呆在家里遠(yuǎn)程工作的危害，認(rèn)為遠(yuǎn)程工作會(huì)影響事業(yè)和愛(ài)情上的成功。文章對(duì)此進(jìn)行了報(bào)道。
8．細(xì)節(jié)理解題。根據(jù)第三段中的“The amount of time you spend at home is oppositely correlated to your success professionally and romantically.(你花在家里的時(shí)間與你在事業(yè)和愛(ài)情上的成功成反比。)”可知，根據(jù)加洛韋的說(shuō)法，在家工作的壞處有事業(yè)不成功。故選A。
9．細(xì)節(jié)理解題。根據(jù)第五段第二句“He previously advised young workers, “Before you collect dogs and spouses, get into the office, establish mentors, establish friends,” in an interview with CNN.(在接受CNN采訪(fǎng)時(shí)，他曾建議年輕員工：“在你收集狗和配偶之前，先進(jìn)入辦公室，建立導(dǎo)師和朋友?！?”可知，加洛韋給年輕員工的建議是在辦公室里建立關(guān)系。故選C。
10．推理判斷題。根據(jù)第六段“Billionaire CEO Elon Musk is also on a campaign against remote workers and called the practice “morally wrong” in a recent interview with CNBC.(億萬(wàn)富翁首席執(zhí)行官埃隆·馬斯克也發(fā)起了一場(chǎng)反對(duì)遠(yuǎn)程辦公的運(yùn)動(dòng)，他在最近接受CNBC采訪(fǎng)時(shí)稱(chēng)這種做法“在道德上是錯(cuò)誤的”。)”可知，第7段提到特斯拉和推特是為了說(shuō)明馬斯克對(duì)在家工作的態(tài)度。故選C。
11．推理判斷題。根據(jù)最后一段第二句“Around 55% of remote workers in the US said they are willing to take a pay cut to continue working from home, a recent poll by The Washington Post found.(《華盛頓郵報(bào)》最近的一項(xiàng)民意調(diào)查發(fā)現(xiàn)，美國(guó)約55%的遠(yuǎn)程工作者表示，他們?cè)敢饨邮軠p薪以繼續(xù)在家工作。)”可知，從最后一段中可以推斷出大多數(shù)人喜歡遠(yuǎn)程工作。故選C。
12．B 13．D 14．A 15．D

【導(dǎo)語(yǔ)】本文是一篇說(shuō)明文。文章介紹了一項(xiàng)新的研究表明，正念教育課程可以幫助學(xué)生減少壓力帶來(lái)的負(fù)面影響，提高他們保持專(zhuān)注的能力。
12．細(xì)節(jié)理解題。根據(jù)第二段中“researchers from the Center for Education Policy Research at Harvard University wanted to know if school-based mindfulness training could help more students reap similar benefits (哈佛大學(xué)教育政策研究中心的研究人員想知道，以學(xué)校為基礎(chǔ)的正念訓(xùn)練是否能幫助更多的學(xué)生獲得類(lèi)似的好處)”可知，該研究探究的是以學(xué)校為基礎(chǔ)的正念訓(xùn)練對(duì)學(xué)生是否有類(lèi)似的好處，即群體正念訓(xùn)練對(duì)學(xué)生的效果。故選B項(xiàng)。
13．推理判斷題。根據(jù)第四段中“Four times a week, instructors from Calmer Choice, a Massachusetts nonprofit specializing in mindfulness education, taught the group techniques and led them through practices (來(lái)自馬薩諸塞州專(zhuān)注于正念教育的非盈利機(jī)構(gòu)Calmer Choice的教師每周四次教授小組技巧，并帶領(lǐng)他們進(jìn)行練習(xí))”和“Another group of sixth-graders took computer coding during that time instead. (另一組六年級(jí)學(xué)生在這段時(shí)間學(xué)習(xí)計(jì)算機(jī)編程。)”可知，研究人員將參與者分成了兩個(gè)小組，一個(gè)小組進(jìn)行正念訓(xùn)練，另一個(gè)小組學(xué)習(xí)編程。因此，該研究是通過(guò)比較學(xué)習(xí)不同課程的兩組學(xué)生來(lái)進(jìn)行的。故選D項(xiàng)。
14．細(xì)節(jié)理解題。根據(jù)第五段中“And their amygdalae, the part of the brain that controls emotion, responded less to pictures of fearful faces than they did prior to the mindfulness work, suggesting their brains were less sensitive to negative stimuli, or, in other words, that they were less likely to get stressed out and lose focus. (他們的大腦中控制情緒的部分——杏仁體，對(duì)恐懼面孔的反應(yīng)比他們?cè)谶M(jìn)行正念訓(xùn)練之前要少，這表明他們的大腦對(duì)負(fù)面刺激不那么敏感，換句話(huà)說(shuō)，他們不太可能感到壓力和注意力不集中。)”可知，在學(xué)生們進(jìn)行正念練習(xí)后，他們更容易集中注意力，保持專(zhuān)注。故選A項(xiàng)。
15．推理判斷題。根據(jù)最后一段中“The researchers believe it could be especially useful for schools to support students suffering from severe mental damage and other adversities that trigger stress in the body, hurting students’ ability to succeed. (研究人員認(rèn)為，這對(duì)學(xué)校來(lái)說(shuō)尤其有用，可以幫助那些遭受?chē)?yán)重精神損傷和其他逆境的學(xué)生，這些逆境會(huì)引發(fā)身體壓力，損害學(xué)生成功的能力。)”可知，該研究可以很好地指導(dǎo)學(xué)校去幫助遭遇精神損傷和其他逆境的學(xué)生。由此推知，文章最有可能的目標(biāo)讀者群體是學(xué)校的教育者。故選D項(xiàng)。
16．B 17．D 18．F 19．G 20．A

【導(dǎo)語(yǔ)】本文是一篇說(shuō)明文，文章主要介紹如何成為一個(gè)生活有目標(biāo)的人，使人生更有意義。
16．上文“Some people measure success by the wealth they’ve accumulated, or the status they’ve achieved. Yet, even though they’ve reached success beyond their wildest dreams, they still feel something is missing from their life. Their soul may be searching for something more.(有些人以積累的財(cái)富或取得的地位來(lái)衡量成功。然而，即使他們已經(jīng)取得了超乎想象的成功，他們?nèi)匀挥X(jué)得生活中缺少了一些東西。他們的靈魂可能在尋找更多的東西。)”指出，以積累的財(cái)富或取得的地位來(lái)衡量人的成功，即使取得了超乎想象的成功，他們的靈魂可能在尋找更多的東西；由下文“Although everyone is different, there are common threads that bind a life with purpose.(盡管每個(gè)人都是不同的，但有一些共同的線(xiàn)索是將生活與目標(biāo)聯(lián)系在一起。)”可知，作者認(rèn)為成功應(yīng)該將生活與目標(biāo)聯(lián)系在一起；由此可知，B選項(xiàng)“It’s the purpose of life.(它就是生活的目的性。)”說(shuō)明即使以積累的財(cái)富或取得的地位來(lái)衡量成功人取得成功，他們的靈魂可能在尋找更多的東西，這就是生活的目的性，符合語(yǔ)境，選項(xiàng)中的“It”指代上文中的“something more”。故選B。
17．上文“People who live a life of purpose have core beliefs and values that influence their decisions, shape their daily actions, and determine their priorities. They place significant value on being a person of virtue.(過(guò)著有目標(biāo)的生活的人有核心信念和價(jià)值觀(guān)，這些信念和價(jià)值觀(guān)會(huì)影響他們的決定，塑造他們的日常行動(dòng)，并決定他們的優(yōu)先事項(xiàng)。他們非常重視做一個(gè)有美德的人。)”指出，過(guò)一種有目標(biāo)的生活、能堅(jiān)守自己價(jià)值和信念的人非常重視做一個(gè)有美德的人；D選項(xiàng)“So they live with certain moral principles.(所以他們有一定的道德準(zhǔn)則。)”與上文構(gòu)成因果關(guān)系，說(shuō)明做一個(gè)有美德的人有一定的道德準(zhǔn)則，符合語(yǔ)境；選項(xiàng)中的“they”與上文“They”所指代的人一致。故選D。
18．由小標(biāo)題“Follow your passion.(追隨你的熱情。)”以及上文“People who live a life of purpose wake up each morning eager to face the new day. They pursue their dreams with enthusiasm, put their heart into everything they do, and feel that they’re personally making a difference. As James Dean once said, (生活有目標(biāo)的人每天早上醒來(lái)都渴望面對(duì)新的一天。他們熱情地追求自己的夢(mèng)想，全身心地投入到他們所做的每一件事中，并且覺(jué)得他們個(gè)人正在做出改變。)”可知，作者認(rèn)為應(yīng)該追隨自己的夢(mèng)想，并引用James Dean的話(huà)來(lái)印證自己的觀(guān)點(diǎn)；F選項(xiàng)“Dream as if you’ll live forever and live as if you’ll die today.(像你永遠(yuǎn)活著那樣去追求夢(mèng)想，也像今天即將死去那樣用力活著。)”符合語(yǔ)境，選項(xiàng)中的“Dream as if you’ll live forever”與小標(biāo)題“Follow your passion”以及上文中的“pursue their dreams with enthusiasm”表達(dá)意義一致。故選F。
19．上文“People who live a life of purpose have an inner peace. They’re satisfied with what they have and who they are.(生活有目標(biāo)的人內(nèi)心平靜。他們對(duì)自己所擁有的和自己是誰(shuí)感到滿(mǎn)意。)”指出生活有目標(biāo)的人內(nèi)心平靜，對(duì)自己現(xiàn)狀很滿(mǎn)足；G選項(xiàng)“To them, the grass is greener on their own side of the fence.(對(duì)他們來(lái)說(shuō)，自家那邊的草更綠。)”說(shuō)明感到滿(mǎn)足的人覺(jué)得自己所擁有的就很好，符合語(yǔ)境；選項(xiàng)中的“them”指代上文“They”，即內(nèi)心平靜、對(duì)自己所擁有的和自己是誰(shuí)感到滿(mǎn)意的人。故選G。
20．文章結(jié)構(gòu)分析可知，設(shè)空處為小標(biāo)題；由下文“People who live a life of purpose have a positive impact on someone else’s life. They are willing to help people in need and make their life better and happier. They gain as much satisfaction witnessing the success of others as witnessing their own.(有目標(biāo)的人會(huì)對(duì)別人的生活產(chǎn)生積極的影響。他們?cè)敢鈳椭行枰娜?，使他們的生活更好、更快?lè)。他們看到別人的成功和看到自己的成功獲得的滿(mǎn)足感是一樣多的。)”可知本段主要闡述要做一個(gè)對(duì)別人生活產(chǎn)生積極影響的人；A選項(xiàng)“Make a difference.(帶來(lái)改變/影響)”符合本段主旨，適合作為小標(biāo)題，選項(xiàng)與下文“have a positive impact on someone else’s life”表達(dá)內(nèi)容一致。故選A。

21．D 22．A 23．B 24．D 25．C 26．A 27．B 28．A 29．C 30．B 31．C 32．D 33．A 34．B 35．C

【導(dǎo)語(yǔ)】本文是一篇記敘文。文章講述了村民們因?yàn)檎J(rèn)為他們的鄰居過(guò)得更好而不開(kāi)心，村里一位睿智的老人讓村民們帶著一個(gè)大的綠色泡菜到廣場(chǎng)集合，請(qǐng)他們想象泡菜里有一切自己的事物，如果不滿(mǎn)意，就去選別人的，結(jié)果村民們最終還是選擇了自己的泡菜，因此無(wú)法再抱怨下去。
21．考查形容詞詞義辨析。句意：所有的村民都不高興，因?yàn)樗麄冋J(rèn)為鄰居的生活比他們好，所以嫉妒的村民日夜沖進(jìn)老人的房子，沒(méi)完沒(méi)了地抱怨他們的財(cái)富。A. boring令人厭煩的；B. noisy嘈雜的；C. nervous緊張的；D. envious嫉妒的。根據(jù)上文“All the villagers were unhappy because they thought their neighbours had better lives”可知，村民們因?yàn)檎J(rèn)為他們的鄰居過(guò)得更好而不開(kāi)心，因此他們會(huì)產(chǎn)生嫉妒的心理。故選D。
22．考查名詞詞義辨析。句意：所有的村民都不高興，因?yàn)樗麄冋J(rèn)為鄰居的生活比他們好，所以嫉妒的村民日夜沖進(jìn)老人的房子，沒(méi)完沒(méi)了地抱怨他們的財(cái)富。A. complaints抱怨；B. quarrels爭(zhēng)吵；C. discussions討論；D. suggestions建議。根據(jù)下文“whenever a villager approached the old man to complain”可知，后來(lái)還是有村民向老人抱怨，此處應(yīng)呼應(yīng)下文，表示村民沒(méi)完沒(méi)了地向老人抱怨他們的財(cái)富。故選A。
23．考查動(dòng)詞詞義辨析。句意：一個(gè)秋高氣爽的清晨，老人在村廣場(chǎng)上張貼了一個(gè)巨大的告示，上面寫(xiě)著：全體村民中午在此集合。帶一個(gè)大的綠色泡菜。A. wrote寫(xiě)；B. read（指示牌、信息上）寫(xiě)著；C. noted注意到；D. displayed展示。根據(jù)上文“a huge sign”和下文“LL CITIZENS WILL GATHER HERE AT NOON. BRING A BIG GREEN PICKLE (泡菜)”可推知，read“（指示牌、信息上）寫(xiě)著”符合語(yǔ)境，側(cè)重物顯示內(nèi)容，句中表示告示上寫(xiě)著具體的內(nèi)容，write側(cè)重人發(fā)出的動(dòng)作，不符合語(yǔ)境。故選B。
24．考查形容詞詞義辨析。句意：人群變得焦躁不安起來(lái)。A. excited興奮的；B. awkward尷尬的；C. silent沉默的；D. restless不安的。根據(jù)下文“After considerable ____5____ and complaining”可知，在聽(tīng)到老人的話(huà)之后，村民們抱怨了一番，因此應(yīng)該是變得焦躁不安。故選D。
25．考查動(dòng)詞詞義辨析。句意：經(jīng)過(guò)一番懷疑和抱怨，村民們照老人說(shuō)的做了。A. approving批準(zhǔn)；B. attempting嘗試；C. doubting懷疑；D. reviewing回顧。根據(jù)下文“and complaining”可知，村民們?cè)诒г?，空處和complaining是并列的關(guān)系，doubting“懷疑”符合語(yǔ)境，表示他們懷疑和抱怨。故選C。
26．考查名詞詞義辨析。句意：想象一下，你的一切——你的智慧和愚蠢，你的幸運(yùn)和不幸，你的才能和短處——都在你的泡菜中。A. foolishness愚蠢；B. intelligence智力；C. courage勇氣；D. inspiration靈感。根據(jù)下文“your blessings and your misfortune”可知，老人讓村民們想象的都是相互對(duì)立的事物，例如幸運(yùn)和不幸，因此應(yīng)用wisdom“智慧”的反義表達(dá)foolishness“愚蠢”。故選A。
27．考查名詞詞義辨析。句意：想象一下，你的一切——你的智慧和愚蠢，你的幸運(yùn)和不幸，你的才能和短處——都在你的泡菜中。A. shortcomings缺點(diǎn)；B. talents才能；C. confidence信心；D. wealth財(cái)富。根據(jù)上文“your blessings and your misfortune”可知，老人讓村民們想象的都是相互對(duì)立的事物，例如幸運(yùn)和不幸，因此應(yīng)用weaknesses“短處”的反義表達(dá)talents“才能”。故選B。
28．考查動(dòng)詞詞義辨析。句意：選擇別人的。A. Pick選擇；B. Admire欽佩；C. Post發(fā)帖子；D. Value珍視。根據(jù)下文“Go ahead and choose.”可知，老人讓村民們?nèi)ミx，因此應(yīng)該是選擇別人的。故選A。
29．考查名詞詞義辨析。句意：有了這則宣告，所有的村民現(xiàn)在都面臨著一項(xiàng)艱巨的任務(wù)，那就是決定他們想要誰(shuí)的泡菜。A. assistance協(xié)助；B. command命令；C. announcement宣告；D. promise承諾。根據(jù)上文老人讓村民們想象泡菜里有一切自己的事物，如果不滿(mǎn)意，就去選別人的可知，此處指老人的宣告。故選C。
30．考查名詞詞義辨析。句意：有了這則宣告，所有的村民現(xiàn)在都面臨著一項(xiàng)艱巨的任務(wù)，那就是決定他們想要誰(shuí)的泡菜。A. profit利潤(rùn)；B. task任務(wù)；C. method方法；D. fear恐懼。根據(jù)上文“Go ahead and choose.”可知，老人讓村民們?nèi)绻粷M(mǎn)意就去選別人的泡菜，因此應(yīng)該是有了一個(gè)任務(wù)，決定要誰(shuí)的泡菜。故選B。
31．考查副詞詞義辨析。句意：面包師的目光立刻落在了學(xué)校老師的泡菜上。A. gradually逐漸；B. constantly不斷；C. immediately立即；D. casually隨意地。根據(jù)上文“All the villagers were unhappy because they thought their neighbours had better lives”可知，村民們因?yàn)檎J(rèn)為他們的鄰居過(guò)得更好而不開(kāi)心，因此在這種可以選別人的泡菜，選別人擁有的事物的時(shí)候，應(yīng)該會(huì)立即看向別人的泡菜。故選C。
32．考查動(dòng)詞詞義辨析。句意：老師的目光轉(zhuǎn)向裁縫的（泡菜）。A. circled圈出；B. passed通過(guò)；C. pulled拉，拽；D. shot轉(zhuǎn)向。根據(jù)上文“eye”和下文“over to the tailor’s”可推知，shot“轉(zhuǎn)向”符合語(yǔ)境，表示目光轉(zhuǎn)向裁縫的泡菜。故選D。
33．考查動(dòng)詞詞義辨析。句意：每只眼睛都檢查了鎮(zhèn)上的每一個(gè)泡菜。A. examined檢查；B. marked標(biāo)記；C. competed競(jìng)爭(zhēng)；D. labeled標(biāo)記。根據(jù)上文“deciding whose pickle they wanted”可知，村民們要決定自己要的那個(gè)泡菜，因此他們應(yīng)該會(huì)認(rèn)真看別人的泡菜，檢查那些泡菜。故選A。
34．考查動(dòng)詞短語(yǔ)詞義辨析。句意：然而，結(jié)束時(shí)，鎮(zhèn)上的人——他們每一個(gè)人——都把自己的泡菜拿了回來(lái)。A. put away收起，放好；B. taken back收回；C. missed out錯(cuò)過(guò)；D. set aside擱置，暫時(shí)不考慮。根據(jù)上文“However”可知，此處語(yǔ)義有轉(zhuǎn)折，雖然村民們看向別人的泡菜，但最終還是選的自己的泡菜，因此是收回自己的泡菜。故選B。
35．考查名詞詞義辨析。句意：這是你的泡菜；是你挑的。A. fortune財(cái)富；B. choice選擇；C. pickle泡菜；D. lesson課。根據(jù)下文“you picked it”可知，老人對(duì)村民說(shuō)這是“你”挑的，此處是it所指的對(duì)象，應(yīng)該是pickle“泡菜”，以此比喻村民自己的生活。故選C。

36．on 37．a(chǎn)re listed 38．featuring 39．collection 40．that/which 41．a(chǎn)nd 42．a(chǎn) 43．golden 44．made 45．led

【導(dǎo)語(yǔ)】本文是一篇說(shuō)明文。文章介紹了上海博物館正在開(kāi)展的宋元珍本精選展活動(dòng)。
36．考查介詞。句意：目前，上海博物館的新展覽展出了宋朝（960年—1279年）和元朝（1271年—1368年）的古籍，其中約有一半的展品被列為中國(guó)的“珍貴古籍”。根據(jù)“show”和文章在介紹上海博物館的展覽可推知，此處用固定短語(yǔ)on show，意為“在展出”，作句子的表語(yǔ)，空處應(yīng)用介詞on構(gòu)成該短語(yǔ)。故填on。
37．考查時(shí)態(tài)語(yǔ)態(tài)和主謂一致。句意：目前，上海博物館的新展覽展出了宋朝（960年—1279年）和元朝（1271年—1368年）的古籍，其中約有一半的展品被列為中國(guó)的“珍貴古籍”。分析句子可知，空處作句子的謂語(yǔ)，and連接前后兩個(gè)并列句，前面句子時(shí)態(tài)為一般現(xiàn)在時(shí)，此處時(shí)態(tài)應(yīng)保持一致，list“列舉”和主語(yǔ)about half of the exhibits之間是被動(dòng)關(guān)系，應(yīng)用一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)，且主語(yǔ)是復(fù)數(shù)，be動(dòng)詞應(yīng)用are。故填are listed。
38．考查非謂語(yǔ)動(dòng)詞。句意：上海博物館宋元珍本精選展將持續(xù)至8月13日，特色是66本10世紀(jì)至14世紀(jì)的珍貴書(shū)籍。分析句子可知，句子主干成分完整，空處作句子的伴隨狀語(yǔ)，feature“以……為特色”和Pages Through the Ages: A Selection of the Song and Yuan Rare Books of the Shanghai Museum邏輯上是主動(dòng)關(guān)系，應(yīng)用feature的現(xiàn)在分詞形式featuring。故填featuring。
39．考查名詞。句意：這是該博物館館藏古籍的首次大規(guī)模展示。分析句子可知，空前有定冠詞the，空處作from的賓語(yǔ)，結(jié)合句意可知，collect的名詞形式collection符合題意，意為“收藏品”，特指上海博物館的館藏，應(yīng)用collection的單數(shù)形式。故填collection。
40．考查定語(yǔ)從句。句意：中國(guó)考古界有一句俗語(yǔ)，“一頁(yè)宋版，一兩黃金”，指的是這些古籍的重要性和很高的價(jià)值。分析句子可知，空處引導(dǎo)限制性定語(yǔ)從句，修飾先行詞saying，先行詞指物，在從句中作主語(yǔ)，應(yīng)用關(guān)系代詞that或which作引導(dǎo)詞。故填that/which。
41．考查連詞。句意：中國(guó)考古界有一句俗語(yǔ)，“一頁(yè)宋版，一兩黃金”，指的是這些古籍的重要性和很高的價(jià)值。分析句子可知，空處連接前后兩個(gè)名詞短語(yǔ)the importance和high value of these ancient books，作refers to的賓語(yǔ)，兩者之間是并列的關(guān)系，表示些古籍的重要性和很高的價(jià)值，應(yīng)用并列連詞and。故填and。
42．考查冠詞。句意：上海博物館館長(zhǎng)褚曉波表示，宋元時(shí)期是中國(guó)文化發(fā)展的一個(gè)巔峰時(shí)期，與此同時(shí)，也是中國(guó)古籍的黃金時(shí)期。結(jié)合句意和常識(shí)可知，空處表示泛指，意為“一個(gè)”，應(yīng)用不定冠詞，且peak以輔音音素開(kāi)頭，應(yīng)用a。故填a。
43．考查形容詞。句意：上海博物館館長(zhǎng)褚曉波表示，宋元時(shí)期是中國(guó)文化發(fā)展的一個(gè)巔峰時(shí)期，與此同時(shí)，也是中國(guó)古籍的黃金時(shí)期。分析句子可知，空處是修飾age的定語(yǔ)，gold的形容詞形式golden符合題意，意為“幸福繁榮的”，和age搭配表示“黃金時(shí)期”。故填golden。
44．考查非謂語(yǔ)動(dòng)詞。句意：這一時(shí)期，造紙、油墨制造和雕版印刷技術(shù)也有了巨大的進(jìn)步，它們的迅速發(fā)展導(dǎo)致了多種裝幀形式的出現(xiàn)，包括卷子裝、蝴蝶裝、經(jīng)折裝、包背裝等。分析句子可知，空處作improvements的后置定語(yǔ)，是非謂語(yǔ)動(dòng)詞，make“進(jìn)行，做出”和improvements邏輯上是被動(dòng)關(guān)系，且結(jié)合句意可知，動(dòng)作當(dāng)時(shí)已完成，應(yīng)用make的過(guò)去分詞形式made。故填made。
45．考查時(shí)態(tài)。句意：這一時(shí)期，造紙、油墨制造和雕版印刷技術(shù)也有了巨大的進(jìn)步，它們的迅速發(fā)展導(dǎo)致了多種裝幀形式的出現(xiàn)，包括卷子裝、蝴蝶裝、經(jīng)折裝、包背裝等。分析句子可知，空處作句子的謂語(yǔ)，and連接前后兩個(gè)并列句，前面句子時(shí)態(tài)為一般過(guò)去時(shí)，此處時(shí)態(tài)應(yīng)保持一致，應(yīng)用lead的過(guò)去式led。故填led。
46． Dear Chris,
I'm writing to let you know I am going to attend a local summer camp to experience farm life. The details are as follows.
It will be held during the first week of July. Participants, most of whom are middle school students, will meet at the school gate, and then we will be taken to the farm by bus. I want to take part in it because I regard it as a good chance to get close to nature and exercise my body at the same time. I know you have been enthusiastic about nature, so I think you may cherish this chance. Would you like to go to the camp with me? If so, I believe we will spend a wonderful week learning and playing together.
Looking forward to your early reply. And wish you all the best.
Yours,
Li Hua

【導(dǎo)語(yǔ)】本篇書(shū)面表達(dá)屬于應(yīng)用文。要求考生寫(xiě)一封信，告訴美國(guó)朋友Chris一個(gè)體驗(yàn)農(nóng)場(chǎng)生活的夏令營(yíng)活動(dòng)，希望他一起參加。
【詳解】1.詞匯積累
參加：take part in→ join in
認(rèn)為……是……：regard...as → treat...as
接近：get close to → approach
對(duì)…充滿(mǎn)熱情：be enthusiastic about → be passionate about
2.句式拓展
簡(jiǎn)單句變復(fù)合句
原句：I'm writing to let you know I am going to attend a local summer camp to experience farm life. The details are as follows.
拓展句：I'm writing to let you know I am going to attend a local summer camp to experience farm life, the details of which are as follows.
【點(diǎn)睛】【高分句型1】Participants, most of whom are middle school students, will meet at the school gate, and then we will be taken to the farm by bus. （運(yùn)用了“介詞+關(guān)系代詞whom”引導(dǎo)的非限制性定語(yǔ)從句）
【高分句型2】 If so, I believe we will spend a wonderful week learning and playing together.（運(yùn)用了if引導(dǎo)的條件狀語(yǔ)從句的省略）
47．One possible version:
I was at school a few days later when Uncle Ken left. As I sat at my desk, trying to focus on my lessons, a sense of unease lingered in the pit of my stomach. Thoughts of Monk-Monk being taken away from me continued to haunt my mind. When I came home, I couldn’t find Monk-Monk anywhere. I can hardly describe the depths of my panic. I don’t think I cried; my terror was beyond that. I could barely breathe. Where was Monk-Monk? What has Uncle Ken done to him? Had Uncle Ken thrown him out of his car window? Was Monk-Monk lying in a weedy strip along the interstate, lonely and cold, never to be loved again?
Finally Monk-Monk was found jammed behind the sofa. A surge of relief washed over me like a warm embrace. Tears of joy welled up in my eyes, blurring my vision as I rushed to retrieve my beloved sock monkey. Gently cradling Monk-Monk in my arms, I examined him closely. His discolored fur was covered in dust and his stitches were even more frayed than before, but he remained resilient. That near-loss of Monk-Monk was my first encounter with real, deep-down fear and I was so blessed to have it back.
【導(dǎo)語(yǔ)】本文以事件為線(xiàn)索展開(kāi)，作者講述了自己童年時(shí)期的恐懼，那時(shí)候作者害怕各種東西，其中最害怕的是心愛(ài)的玩具猴子Monk-Monk會(huì)發(fā)生什么事。這是作者童年時(shí)最深的恐懼，也教會(huì)了作者珍惜生命中重要的東西。雖然今天Monk-Monk已經(jīng)過(guò)了黃金時(shí)代，但是它是作者兒時(shí)最好的伴侶，作者無(wú)法離開(kāi)它。Ken叔叔來(lái)作者家里做客的時(shí)候，取笑作者一直拿著Monk-Monk，說(shuō)自己會(huì)把它帶回俄亥俄州的家，作者非常害怕。
【詳解】1. 段落續(xù)寫(xiě)：
①由第一段首句內(nèi)容“幾天后Ken叔叔離開(kāi)時(shí)，我在學(xué)校?！笨赏浦?，第一段可描寫(xiě)作者在學(xué)校里非常擔(dān)心Monk-Monk被Ken叔叔帶走，然后回家的時(shí)候沒(méi)有找到Monk-Monk，內(nèi)心非?；艔埧謶?。
②由第二段首句內(nèi)容“最后，Monk-Monk被發(fā)現(xiàn)被卡在沙發(fā)后面?！笨芍诙慰擅鑼?xiě)作者重新找到Monk-Monk時(shí)喜悅的心情，找到后仔細(xì)檢查Monk-Monk。
2. 續(xù)寫(xiě)線(xiàn)索：Ken叔叔離開(kāi)——擔(dān)心Monk-Monk被帶走——沒(méi)有找到Monk-Monk時(shí)內(nèi)心的恐懼——發(fā)現(xiàn)Monk-Monk——找回的喜悅——仔細(xì)檢查
3. 詞匯激活
行為類(lèi)
①專(zhuān)心于：focus on/ pay attention to/concentrate on
②停留：linger/stay/remain
③描述：describe/give an account of/recount
④找回：retrieve/get back/bring back/repossess
⑤抱：cradle/embrace/cuddle
⑥檢查：examine/inspect/look into/scrutinize
情緒類(lèi)
①恐懼：panic/fear/fright/terror
②寬慰：relief/comfort/relaxation/ease
③幸運(yùn)的：blessed/fortunate/lucky
【點(diǎn)睛】[高分句型1] As I sat at my desk, trying to focus on my lessons, a sense of unease lingered in the pit of my stomach. (從屬連詞As引導(dǎo)時(shí)間狀語(yǔ)從句、現(xiàn)在分詞短語(yǔ)trying…作伴隨狀語(yǔ))
[高分句型2] Was Monk-Monk lying in a weedy strip along the interstate, lonely and cold, never to be loved again (不定式短語(yǔ)never to be…作結(jié)果狀語(yǔ))
[高分句型3] Tears of joy welled up in my eyes, blurring my vision as I rushed to retrieve my beloved sock monkey. (現(xiàn)在分詞短語(yǔ)blurring…作伴隨狀語(yǔ)、從屬連詞as引導(dǎo)時(shí)間狀語(yǔ)從句)

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