
命題人:遼寧名校聯(lián)盟試題研發(fā)中心審題人:遼寧名校聯(lián)盟試題研發(fā)中心
本試卷滿分150分,考試時(shí)間120分鐘。
注意事項(xiàng):
1.答卷前,考生務(wù)必將自己的姓名、準(zhǔn)考證號(hào)填寫在答題卡上。
2.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)。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,你將有兩分鐘的時(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。
1.What is the wman weak in?
A.Rller skating.B.Bating.C.Swimming.
2.Hw des the wman feel abut finding a jb?
A.Cheerful.B.Cnfident.C.Wrried.
3.Where des the cnversatin mst prbably take place?
A.In a hspital.B.In a htel.C.In a library.
4.What are the speakers talking abut?
A.A theatre.B.A vilinist.C.A mvie.
5.Why is the wman upset?
A.She is wrried abut the maths test.
B.She didn’t prepare the maths test.
C.She failed the maths test.
第二節(jié)(共15小題;每題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,各小題將給出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 des the wman think f the man’s news?
A.Surprising.B.Enjyable.C.Disappinting.
7.Wh made the man decide t quit the team? .
A.His teammates.B.He himself.C.His father.
聽第7段材料,回答第8、9題。
8.What des the man suggest the wman d first?
A.Search fr the reprt.B.Tidy her rm.C.Hide the truth.
9.Where des the wman find the reprt?
A.On the desk.B.On the bkshelf.C.On the flr.
聽第8段材料,回答第10至12題。
10.Why desn’t the wman want t jin a phtgraphy club?
A.She desn’t have a camera.B.She thinks it t expensive.C.She prefers t take phts alne.
11.What des the man say abut the yga club?
A.The number f the members is small.
B.Mre and mre peple are jining it.
C.It lasts fr a few weeks every term.
12.What are the speakers mainly talking abut?
A.What t d in a club.B.Hw t jin a club.C.Which club t jin.
聽第9段材料,回答第13至16題。
13.What is “Peple Yu Meet”?
A.A radi prgramme.B.An ffice party.C.A training curse.
14.Hw many peple des Mark’s ffice receive every year?
A.100,000.B.200,000.C.500,00.
15.What d we knw abut Mark?
A.He is a team leader.B.He was brn in Lndn.C.He speaks thirteen languages.
16.What d Mark and his c-wrkers usually d t help peple?
A.Shw them arund.B.Plan turs fr them.C.Teach them English.
聽第10段材料,回答第17至20題。
17.What is the speaker mst likely t be?
A.A hst.B.A tur guide.C.A teacher.
18.What can peple d in the learning centres?
A.Perfrm scientific experiments.B.See varius creatures.C.Learn abut 3-D cinemas.
19.What des the speaker remind peple t d?
A.Buy a brchure.B.Wear cmfrtable shes.C.Bk the tickets nline in advance.
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、D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。
A
Chinese Dual Language Immersin Prgram (CDLIP)
What is Dual Language Immersin?
Dual language immersin prvides academic instructin in tw languages. The Pasadena Unified Schl District currently ffers a Chinese-English immersin prgram.
Why Chse the CDLIP?
Learning a secnd language awakens curisity and respect fr ther natins and their cultures. Chinese is nt nly a rich language with a lng literary traditin, but it has als emerged as an influential wrldwide language. Our CDLIP prmtes crss- cultural sensitivity, s that students can learn abut the glbalized wrld. Fr native Chinese speakers, ur prgram ensures full develpment and mastery f English language arts while helping them becme mre fluent in their mther tngue.
Our Classrms
The CDLIP serves primary schl students, frm kindergarten thrugh secnd grade. Grades 3, 4 and 5 will be added in September f 2022, 2023 and 2024, respectively. The prgram is currently lcated at Luther Burbank Primary Schl. On any given day, yu might find a classrm full f kindergartners cunting and srting cins, first graders singing “The Mre We Get Tgether”, r secnd graders describing physics experiments—all in Chinese!
Hw Des the Prgram Wrk?
CDLIP classrms cmbine native and nn- native speakers s that all students may succeed in bth Chinese and English. We apply a Tw Way 90:10 Mdel. In kindergarten, 90% f the day’s instructin is in Chinese and 10% is devted t imprving English ral language and the ability t read and write. As children prgress thrugh grade levels, the percentage f English instructin gradually increases, finally achieving a 50:50 split by fifth grade.
T Register Yur Child
Language learning is a lng-term prcess, s parents are asked t register their children fr the full six years.
●Register nline at between June 13 and 23.
●The prgram is free, supprted by the Pasadena Unified Schl District.
●Fr kindergarten, n knwledge f Chinese is necessary. (Sme knwledge f Chinese is expected fr students entering grades 1-3.)
●Applicatins will be accepted after the deadline if spaces are still available.
●If yu wuld like assistance t cmplete yur applicatin, please cntact Ms. Netty Li at Burbank Primary Schl (626) 396-5760 r visit PUSD Welcme Center.
21.After attending the CDLIP, students will be able t ______.
A.master Chinese artsB.develp crss-cultural awareness
C.hand dwn traditinal literatureD.understand wrld histry
22.The CDLIP is intended fr ______.
A.primary schl studentsB.children and their parents
C.Chinese teaching assistantsD.1-3-year-ld children
23.W hat can yu find in CDLIP classes?
A.Kindergartners spending mre time practicing reading.
B.Students fcusing n science vcabulary.
C.Higher-grade students using mstly Chinese.
D.Students learning thrugh sngs and activities.
B
It was a week after my mm had passed away and I didn’t knw hw t g n with life. S when I received an e-mail frm a friend abut a race benefiting cancer research, I ignred it. It seemed t prick (刺痛) my heart, as cancer was the disease that tk my mther away frm me.
But smething abut my friend’s wrds— “I can help rganize the whle thing”—stuck with me. I felt bliged (有義務(wù)的) t agree. In the weeks t cme, I managed t re-enter the wrld f the living. I checked ur team’s website daily, feeling prud each time a dnatin cntributed t ur ttal. I knew my mm wuld have wanted it that way. She was the type wh never gt defeated. It was this very spirit that helped me get by.
When the race ended, I nticed the runners all had ne thing in cmmn: There were big smiles n their faces. They made it lk s rewarding and effrtless. I wanted in.
S I enrlled in anther race tw mnths later. Cnsidering I culd barely run a mile, it was ambitius. But my friend and I made a training plan s I wuldn’t cme in last. I fllwed it religiusly and didn’t let anything get in my way.
Running up and dwn the city’s hills, I was flded with memries. I had lived there befre cllege and my mther had visited ften. I passed Blmingdale’s, recalling the time she and I had gtten int a screaming argument there.
I was abut t beat myself up when I remembered what Mm had said after her diagnsis f cancer. “I dn’t want yu t feel guilty abut anything.” Her paper-thin hands had held me tightly. A weight was lifted frm my shulders.
When the race day arrived, I gave it my all fr my mm and fr all she had taught me and cntinued t teach me. As I ran, whenever I felt like slwing dwn, I pictured her cheering me n.
Crssing the finish line, i was filled with her lve and a sense f peace.
24.Why did the authr ignre the e-mail in the beginning?
A.She felt it hard t finish the race.B.She had n time t jin in the event.
C.She was reminded f her mther’s death.D.She thught the research meaningless.
25.What des the underlined part “religiusly” in paragraph 4 mean?
A.Optimistically.B. Carelessly.C.Carefully.D.Quickly.
26.Which f the wrds can best describe the authr’s mm?
A.Cnsiderate and plite.B.Strng-willed and caring.
C.Brave and humrus.D.Outging and patient.
27.What might be the best title fr the passage?
A.The Lss f Sweet Memries: Running With Mm
B.Running With Mm’s memry: A Healing Jurney
C.Mm’s Jurney f Healing: Racing With Hnr
D.In Memry f Mm: An Hnred Run
C
Of the mre than 3,000 species f msquites in the wrld, just a small number specialize in sucking human bld. Hw msquites track us dwn s effectively isn’t currently knwn, but it matters, since they carry dangerus diseases which may cause death.
“In fact, stpping these annying insects in their tracks culd save up t half a millin lives lst t thse diseases each year,” said Carlyn Gauff, a prfessr f eclgy and evlutinary bilgy at the Princetn Neurscience Institute. That’s why Gauff’s team wanted t understand hw they find and target humans.
Msquites mstly chse what t bite based n dr (氣味). Knwing hw a ptentially disease-carrying msquit finds a persn, while ignring ther warm-blded animals, is a key questin. But it’s nt easy t answer, since any animal smell is made up f hundreds f chemicals mixed tgether in specific percentage. “The actual chemicals that are fund in human dr are basically the same as the chemicals fund in animal dr—it’s the percentages and the relative large amunt f thse substances in human mixtures that’s unique,” said Gauff.
T investigate, researchers decided t recrd neural activity in the brain f msquites while expsing them t natural human and animal dr samples. They cllected dr samples frm abut 40 different animals. When they cmpared sme f thse with the 16 human samples, smething jumped ut. Decanal is particularly rich in human skin. Cmmn in the natural wrld, in humans, decanal cmes frm anther, mre cmplex substance. When ne cmpnent f ur skin’s natural ils, sapienic acid, breaks dwn, decanal is left ver. This acid is nly fund in human beings. It’s what likely leads t the high levels f decanal that help the msquites smell their way t us.
Understanding what the msquites are targeting is nly part f the stry; knwing hw they d it is als imprtant. T see exactly hw msquites use this sense, scientists used genetically mdified (轉(zhuǎn)基因的) msquites s that they culd cut pen msquites’ heads and watch neurns firing when they’re expsed t human and animal drs. The research team already knew that msquites have abut 60 different types f neurns that sense drs, s when they lked in the insects’ brains, they thught they might see a lt f activities. But it was surprisingly quiet, meaning that the signal was perhaps quite simple, dwn t just a cuple types f neurns. “One type f neurn respnded really strngly t bth humans and animals. Anther type f neurn respnded t bth—but it respnded much mre strngly t humans than animals,” Gauff said.
Hw t keep msquites’ decanal signal frm being transmitted will be the research team’s next fcus. Gauff hped their current wrk culd be used t make msquit killers and attractants t prevent disease.
28.What’s the final purpse f the research cnducted by Gauff’s team?
A.T study why nly certain msquites suck human bld.
B.T investigate the neural activity in msquites’ brains.
C.T test the effectiveness f msquit killers.
D.T help prevent deadly diseases caused by msquites.
29.T which substance(s) wuld msquites mstly be attracted?
A.Remains f decmpsed sapienic acid.B.Chemicals in the envirnment.
C.Decanal generated in human bld.D.Natural il frm human skin.
30.What can we learn frm the passage?
A.Chemicals fund in human and animal drs are quite different.
B.Genetically mdified msquites are nt sensitive t human dr.
C.Further research will fcus n dr signal and neural cnnectin.
D.Mst msquit neurns are nt invlved in respnding t human dr.
31.Frm the last paragraph, which ptin accurately describes the future usage f Gauff and his team’s research?
A.Develping mre effective msquit killers.
B.Studying f msquit neural cnnectins in respnse t dr signals.
C.Analyzing the types f neurns in msquites.
D.Discussing the benefits fr preventing msquites frm transmitting the decanal signal.
D
My university has nw tpped the U.S. News &. Wrld Reprt rankings fr 11 years running. Given Princetn’s success, yu might think I wuld be a fan f the list. Nt s. Dn’t get me wrng. I am prud f Princetn’s teaching, research and cmmitment t service. I like seeing ur quality recgnized. Rankings, hwever, are a misleading way t assess universities. Different schls have distinct strengths, structures and missins. The idea f picking ne as “best”, as thugh educatinal prgrams cmpeted like athletic teams, is strange.
Hwever, the U.S. News rankings attract great attentin and a huge custmer base. Applicants and their families rely n the rankings and feel pressure t get int highly regarded institutins. As a result, many schls make intense effrts t mve up in the rankings. This cmpetitin prduces damaging cnsequences. Fr example. sme universities avid ding difficult but valuable things—such as admitting talented lwer-incme students wh can succeed at university if given apprpriate supprt.
Still, students and families need cmparative infrmatin t chse universities. If rankings mislead, what is the alternative? Fr generatins, buyers have turned t Cnsumer Reprts fr advice abut almst everything except university educatin. When Cnsumer Reprts evaluates a prduct, it assesses multiple factrs s that ptential buyers can make their wn chices wisely, Similarly, university applicants need infrmatin abut sme basic variables. Graduatin rates are crucial. A university that des nt graduate its students is like a car with a bad maintenance (維修) recrd. It csts mney withut getting yu anywhere. What applicants need is nt the average graduatin rate, but the rate fr students with backgrunds like their wn. Fr example, sme places successfully graduate their wealthy students but d less well fr lwer incme students. Applicants shuld als see sme measures f pst-graduatin utcmes.
Here is a partial list f ther factrs that matter: cst f tuitin (學(xué)費(fèi)) and fees; high-quality teachers actively engaged in undergraduate instructin; and a learning culture cmpsed f diverse students wh study hard and educate ne anther. Judged by these criteria, many schls culd be “Cnsumer Reprts Best Buys”. Applicants shuld be excited t get int any f them; they shuld pick the ne they find mst appealing; and they shuld nt waste time wrrying abut which is “the best”.
It wuld be great t have a Cnsumer Reprts fr universities. I hpe that sme natinal publicatin will have the curage t prduce an annual, user-friendly Cnsumer Reprts-style analysis f higher educatin institutins, even if it is nt as attractive as a ftball-style set f rankings. In the meantime, thse f us wh understand the imperfectin in the rankings must call them ut—even when, indeed especially when, we finish at the tp.
32.What is the authr’s attitude twards university rankings?
A.Supprtive.B.Disapprving.C.Indifferent.D.Neutral.
33.Why des the authr mentin Cnsumer Reprts?
A.T emphasize the need f verall evaluatin f universities.
B.T present the infrmatin f ptential buyers.
C.T highlight the difficulty f chsing universities.
D.T reveal the multiplicity f cnsumers.
34.What can we learn frm this passage?
A.It is nt likely t have a Cnsumer Reprts fr universities.
B.The tp universities can see the imperfectin in the rankings better.
C.The mst suitable university fr applicants may nt rank the tp.
D.The average graduatin rate is crucial t lwer-incme applicants.
35.What is the main idea f the passage?
A.There is n such thing as a gd r bad student.
B.Educatin equality is an ideal hard t be realized.
C.Discriminatin against pr students brings lss f talents.
D.An alternative apprach is needed t assess universities.
第二節(jié)(共5小題;每小題2.5分,滿分12.5分)
閱讀下面短文,從短文后的選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
In ur mdern wrld, there are endless alternatives. Have yu ever fund yurself wndering whether yu shuld quit r stay in yur jb, accept an ffer r give it up fr anther? There is a simple and practical methd that slves this prblem. 36 When yu understand the cncept, yu have the pwer t measure every alternative with precisin and make the right decisin.
In the field f ecnmics, pprtunity cst is the value that yu have t give up when yu chse an ptin ver anther gd ptin. 37 Every time yu chse smething, yu give up ther alternatives tgether with their financial benefits. It is nt all the ther ptins, but the mst valued ne that is defined as the pprtunity cst.
38 Take the simple example f trying t decide whether t take public transprtatin fr 80 minutes r t drive fr 40 minutes. Yu might save n the cst f gas while riding the bus but duble the trip length and miss ut n ther things yu culd have dne during that time. 39 This is hw yu create pririties in yur daily life.
Thugh useful in decisin making, the biggest drawback f pprtunity cst is that it’s ften related t what’s hard t quantify. 40 After all, putting a number t yur peaceful mind r happiness can be difficult.
Opprtunity cst isn’t cut and dried. It varies frm persn t persn. At the end f the day, yu are in charge f what yu wn and what yu want t gain. .
A.Mst peple verlk pprtunity cst because the benefits are usually hidden frm view.
B.The key principle underlying the idea is that there is n such thing as free lunch.
C.This is especially true when the pprtunity cst is f nn-financial benefit.
D.It is the develpment f imprtant skills that wuld help yu mve frward in yur daily life.
E.Weigh the lsses and gains, and make yur decisin.
F.It is abut finding ut the pprtunity cst.
G.Opprtunity cst matters nt nly in ecnmics but als in real life.
第三部分 語言運(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,從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。
Over the weekend, a 41 damaged huses, rads, and bridges, leaving many peple nwhere t g. The pwerful fld damaged Hagan’s bridge, leaving him and his wife 42 frm the cmmunity. He turned t scial media but never 43 he wuld receive a call frm his grandsn’s cach Ryan Jesp. “The Hagans have dne s much fr this area, s it was a(n) 44 decisin t help,” Jesp said.
The Switzerland Cunty ftball cach drew up a plan telling his team t build a new bridge 45 the ld brken ne. Hagan received a(n) 46 that a team wuld be at his huse Mnday at 9 a.m. t wrk. “Peple I’d never seen befre were walking dwn my driveway t help us,” Hagan said, “It was 47 and brught tears t my eyes.”
48 , the steel frame base structure (鋼架基礎(chǔ)結(jié)構(gòu)) f the bridge wasn’t damaged by the flding. Dzens f peple went t the bridge and 49 the ld ne plank (木板) by plank. Then the team built it back up by 50 an assembly line (流水線). “The 51 f ur team is t help them thrugh teamwrk ,” student Linebacker Gabriel Rse said. The team 52 the prject in nly a few hurs. “They were here at nine ’clck, and I lked at my 53 when it was dne and it was 11:45.” Hagan said. The Hagans nw recnnected with their 54 thanks t their grandsn’s ftball team. As fr Cach Jesp, he is chalking it up as the biggest 55 f the seasn.
41.A.snwB.fireC.fldD.landslide
42.A.separatedB.savedC.freedD.hidden
43.A.a(chǎn)greedB.expectedC.rememberedD.explained
44.A.difficultB.rughC.easyD.tugh
45.A.in hnr fB.in need fC.in case fD.in place f
46.A.invitatinB.messageC.pininD.reprt
47.A.tuchingB.shckingC.frighteningD.cnfusing
48.A.FrtunatelyB.SuddenlyC.SurelyD.Persnally
49.A.tk inB.tk upC.tk ffD.tk apart
50.A.recrdingB.prtectingC.creatingD.changing
51.A.reasnB.prblemC.tripD.gal
52.A.designedB.mvedC.researchedD.cmpleted
53.A.bridgeB.drC.watchD.huse
54.A.cmpanyB.cmpetitrsC.neighburhdD.students
55.A.winB.riskC.hpeD.task
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。
Shadw play (皮影戲), a flk drama active in China fr ver 2,000 years, is als knwn as “shadw puppet” r “l(fā)amp shadw play”, in which peple perfrm stries 56 using puppet (木偶) shadws n lighted hide r paperbard.
The prductin prcedures f shadw puppets usually g thrugh the fllwing 57 (step): leather selectin, leather making, painting, engraving, clr applicatin, sweating and irning, binding and synthesis. Each step must be 58 (care).
Brn in the times 59 there was neither mvie nr TV and 60 (reach) its best days in the Qing Dynasty, shadw play 61 (be) n the way f develpment t date with it seen all arund China. In 2006, shadw play 62 (list) in China’s first natinal intangible (無形的) cultural heritage list. Since then, it has wn many awards at hme and abrad, which is f psitive 63 (imprtant) t the inheritance f shadw play.
Shadw play is amng the first Chinese drama arts t spread abrad. Quite a few freign friends spke highly f it— “I lve the mdeling f shadw puppets because they have a special styling.”, “I fail t understand 64 peple are singing, but I still find it quite interesting.”, and such like that.
As fr shadw play in ur traditinal culture, we can’t let the drama 65 (leave) t us be lst. We shuld let it be handed dwn.
第四部分 寫作(共兩節(jié),滿分40分)
第一節(jié)(滿分15分)
假定你是紅星中學(xué)高二學(xué)生李華。你利用寒假讀完了外教Jim推薦的一本英文書,請(qǐng)你用英文給Jim寫一封郵件,內(nèi)容包括:
1.表達(dá)感謝并分享讀書收獲;
2.交流后續(xù)英文書閱讀計(jì)劃。
注意:
1.寫作詞數(shù)應(yīng)為80左右;
2.開頭和結(jié)尾已為你寫好,不計(jì)入總詞數(shù)。
第二節(jié)(滿分25分)
閱讀下面材料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段,使之構(gòu)成一篇完整的短文。
I lked up frm my desk t see the teacher writing n the bard: “Battle f the Bks!” She smiled and said, “This time it’s a teamwrk. Yu’re ging t be in teams f tw, and set a reading gal. Every team that meets their gal by the end f the mnth will get a prize!” The lunch bell sunded befre she culd explain any mre rules.
As I gathered my things, Liya passed my desk and said, “Teammates?” Since Liya and I shared the same interest in graphic nvel (漫畫小說), and we tk Hindi language class tgether, we teamed up autmatically. I was bth relieved and excited t have my team. Then we gt t the cafeteria and quickly threw ut a bunch f ideas f what t d at ur table.
I lked t ur third friend Kash, with whm the three f us always d stuff tgether, “Kash, d yu have ideas fr us?” “Why wuld I give yu guys ideas?” he said glmily (陰沉地). “I’ll save that fr my team…whever that is. Nw I see hw I rank in the friendship lineup.” Kash replied in an angry tne.
I knew he was mad fr a reasn. If I were him, nt nly wuld I think that I ranked last in that grup, but I’d als be panicking abut what team I culd jin. But nw, I was n the inside and Kash wasn’t. I felt like the nly way t fix this wuld be three peple n a team. S, as the teacher walked by ur table, I asked fr her permissin. What surprised me was that she had intended t draw names t assign randm grups, but didn’t get a chance t say it befre lunch.
Awkward and frustrated, we were stuck in this dilemma. Having first teamed up withut Kash didn’t mean we didn’t like him. I knew we—especially I—wuldn’t be able t enjy any prize if ur friend felt bad abut being left ut. S, I decided t d smething t make it up fr him and cnvince Kash he was an equal friend.
注意:
1.續(xù)寫詞數(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。
Dear Jim,
Yurs,
Li Hua
That night. I was struck by an idea as I read a graphic nvel that all three f us liked.
The next day, I handed my pages f aplgy t Kash.
遼寧省名校聯(lián)盟2024年高二3月份聯(lián)合考試
英語
參考答案及解析
第一部分 聽力
1~5 CCACA6~10 ABBCC11~15 ACACA16~20 BBABB
第二部分 閱讀
第一節(jié)
A
【語篇導(dǎo)讀】這是一篇應(yīng)用文。主要介紹中英雙語浸入式課程的相關(guān)信息。
21.B【解析】理解具體信息。根據(jù)Why Chse the CDLIP?中Our CDLIP prmtes crss-cultural sensitivity, s that students can learn abut the glbalized wrld. (我們的中文雙語浸入式課程提高了跨文化的敏感度,這樣學(xué)生就可以了解全球化的世界。)可知,參加了中英雙語浸入式課程后,學(xué)生將能夠培養(yǎng)跨文化意識(shí)。故選B項(xiàng)。
22.A【解析】理解具體信息。從文章第三段The CDLIP serves primary schl students, frm kindergarten thrugh secnd grade.(CDLIP為從幼兒園到二年級(jí)的學(xué)生提供服務(wù)。)可知,CDLIP旨在服務(wù)于小學(xué)生。故選A項(xiàng)。
23.D【解析】理解具體信息。根據(jù)第三段On any given day, yu might find a classrm full f kindergartners cunting and srting cins, first graders singing “The Mre We Get Tgether”, r secnd graders describing physics experiments—all in Chinese!(在任何一天,你可能會(huì)發(fā)現(xiàn)教室里滿是幼兒園的孩子們?cè)跀?shù)硬幣和分類硬幣,一年級(jí)的學(xué)生在唱《我們?cè)谝黄鸬娜兆釉絹碓蕉唷罚昙?jí)的學(xué)生在描述物理實(shí)驗(yàn)——所有這些都是中文?。┛芍?,學(xué)生通過歌曲和活動(dòng)來學(xué)習(xí)。故選D項(xiàng)。
B
【語篇導(dǎo)讀】這是一篇記敘文。主要講述了作者母親去世之后,作者對(duì)母親的回憶及母親賜予作者的力量,使他能夠從悲傷中走出來,積極面對(duì)生活。
24.C【解析】理解具體信息。根據(jù)文章第一段第三句It seemed t prick (刺痛) my heart, as cancer was the disease that had taken my mther away frm me.(這件事似乎刺痛了我的心,正是癌癥奪去了我母親的生命。)可知,這個(gè)比賽使作者想起了因癌癥過世的母親。故選C項(xiàng)。
25.C【解析】詞義猜測(cè)。根據(jù)文章I fllwed it religiusly and didn’t let anything get in my way.(我一絲不茍地遵循它,不讓任何事情阻礙我的道路。)carefully符合文意,其他各項(xiàng)均與文意無關(guān)。故選C項(xiàng)。
26.B【解析】作出判斷推理。根據(jù)第二段最后兩句She was the type wh never gt defeated.(她是那種永遠(yuǎn)不會(huì)被打敗的人。)可知作者的母親意志力堅(jiān)強(qiáng),并結(jié)合第六段第二句I dn’t want yu t feel guilty abut anything.(我不希望你對(duì)任何事情感到內(nèi)疚。)說明母親關(guān)心愛護(hù)作者。所以作者母親是一個(gè)意志堅(jiān)強(qiáng),又體貼的人。故選B項(xiàng)。
27.B【解析】理解主旨要義。根據(jù)文章最后兩段As I ran, whenever I felt like slwing dwn, I pictured her cheering me n. Crssing the finish line, I was filled with her lve and a sense f peace.(在賽跑的時(shí)候,每當(dāng)我想慢下來的時(shí)候,就會(huì)看到母親鼓勵(lì)我的畫面。通過終點(diǎn)線時(shí),我內(nèi)心充滿了她的關(guān)愛和一種平和感。)并結(jié)合上文作者對(duì)母親的回憶,可知母親治愈了作者,正是母親的鼓勵(lì),他才能完成比賽。故選B項(xiàng)。
C
【語篇導(dǎo)讀】這是一篇說明文。文章討論了Carlyn Gauff及其團(tuán)隊(duì)努力了解蚊子,尤其是攜帶危險(xiǎn)疾病的蚊子是如何找到并攻擊人類的。
28.D【解析】理解具體信息。由第二段內(nèi)容(普林斯頓神經(jīng)科學(xué)研究所的生態(tài)學(xué)和進(jìn)化生物學(xué)教授Carlyn Gauff說:“事實(shí)上,阻止這些討厭的昆蟲的活動(dòng),每年可以挽救多達(dá)50萬因這些疾病而喪生的人?!边@就是為什么Gauff的團(tuán)隊(duì)想要了解蚊子如何發(fā)現(xiàn)和瞄準(zhǔn)人類的原因。)和最后一段中的Gauff hped their current wrk culd be used t make msquit killers and attractants t prevent disease.(Gauff希望他們目前的工作可以用于制造滅蚊劑和引誘劑,以預(yù)防疾病。)可知,Gauff團(tuán)隊(duì)進(jìn)行的研究的最終目的是幫助預(yù)防蚊子引起的致命疾病。故選D項(xiàng)。
29.A【解析】理解具體信息。根據(jù)第四段中的Decanal is particularly rich in human skin. Cmmn in the natural wrld, in humans, decanal cmes frm anther, mre cmplex substance. When ne cmpnent f ur skin’s natural ils, sapienic acid, breaks dwn, decanal is left ver. (人體皮膚中的癸醛含量特別豐富。在自然界和人類中很常見,癸醛來自另一種更復(fù)雜的物質(zhì)。當(dāng)我們皮膚的天然油脂的一種成分——皂酸——分解時(shí),就會(huì)留下癸醛。)可知蚊子最容易被分解后的皂酸殘留物吸引。故選A項(xiàng)。
30.D【解析】理解具體信息。由倒數(shù)第二段中的“The research team already knew that msquites have abut 60 different types f neurns that sense drs, …but it respnded much mre strngly t humans than animals,” Gauff said.(研究團(tuán)隊(duì)已經(jīng)知道,蚊子有大約60種不同類型的神經(jīng)元來感知?dú)馕?,所以?dāng)他們觀察蚊子的大腦時(shí),他們認(rèn)為可能會(huì)看到很多活動(dòng)。但蚊子的大腦出奇的安靜,這意味著信號(hào)可能相當(dāng)簡(jiǎn)單,僅限于幾種類型的神經(jīng)元。Gauff說:“一種神經(jīng)元對(duì)人類和動(dòng)物的氣味反應(yīng)非常強(qiáng)烈。另-種神經(jīng)元同時(shí)對(duì)兩者都有反應(yīng),但對(duì)人類氣味的反應(yīng)比動(dòng)物氣味的反應(yīng)強(qiáng)烈得多。”)可知,蚊子有大約60種不同類型的神經(jīng)元來感知?dú)馕?,但研究發(fā)現(xiàn)只有幾種類型的神經(jīng)元才會(huì)對(duì)人類和動(dòng)物氣味作出反應(yīng),可得出大多數(shù)蚊子神經(jīng)元不參與對(duì)人類氣味的反應(yīng)。故選D項(xiàng)。
31.A【解析】理解具體信息。根據(jù)文章最后一段第二句,Gauff希望他們目前的工作可以用來制造蚊子殺滅劑和引誘劑來預(yù)防疾病可知答案。故選A項(xiàng)。
D
【語篇導(dǎo)讀】這是一篇說明文。文章主要討論了大學(xué)排名是一種誤導(dǎo)性的評(píng)估方式,所以作者建議用其他的方法來評(píng)估大學(xué)。
32.B【解析】作出判斷推理。根據(jù)第一段Rankings, hwever, are a misleading way t assess universities.(然而,排名是一種具有誤導(dǎo)性的評(píng)估大學(xué)的方式)可知,作者認(rèn)為排名是一種誤導(dǎo)性的大學(xué)評(píng)估方式。由此可以推斷出,作者對(duì)大學(xué)排名的態(tài)度是不贊成的。故選B項(xiàng)。
33.A【解析】作出判斷推理。根據(jù)第三段If rankings mislead, …Similarly, university applicants need infrmatin abut sme basic variables.(如果排名誤導(dǎo)了別人,那還有什么選擇呢?幾代人以來,除了大學(xué)教育,消費(fèi)者幾乎都是從《消費(fèi)者報(bào)告》中獲得各方面的建議。當(dāng)《消費(fèi)者報(bào)告》評(píng)估一個(gè)產(chǎn)品時(shí),它評(píng)估了多個(gè)因素,以便潛在的買家能夠明智地做出自已的選擇。同樣,大學(xué)申請(qǐng)者需要一些基本變量的信息)可知,作者提到《消費(fèi)者報(bào)告》是為了強(qiáng)調(diào)大學(xué)綜合評(píng)價(jià)的必要性。故選A項(xiàng)。
34.C【解析】理解具體信息。根據(jù)倒數(shù)第二段they shuld pick the ne they find mst appealing; and they shuld nt waste time wrrying abut which is “the best”.(他們應(yīng)該選擇他們認(rèn)為最有吸引力的;他們不應(yīng)該浪費(fèi)時(shí)間去擔(dān)心哪個(gè)是“最好的”)可知,申請(qǐng)者應(yīng)該申請(qǐng)自己認(rèn)為最有吸引力的學(xué)校,而不是那些排名最好的學(xué)校。由此可以推斷出,最適合申請(qǐng)者的學(xué)校,不一定是排名最好的學(xué)校。故選C項(xiàng)。
35.D【解析】理解主旨要義。通讀全文,尤其是根據(jù)第一段Rankings, hwever, are a misleading way t assess universities.(然而,排名是一種具有誤導(dǎo)性的評(píng)估大學(xué)的方式)和最后一段It wuld be great t have a Cnsumer Reprts fr universities…even if it is nt as attractive as a ftball-style set f rankings.(如果能有一份大學(xué)的《消費(fèi)者報(bào)告》就好了。我希望一些全國(guó)性的出版物有勇氣對(duì)高等教育機(jī)構(gòu)進(jìn)行一年一度、用戶友好型的消費(fèi)者報(bào)告分析,即使它不像足球式的排名那么有吸引力也沒關(guān)系)可知,文章主要講述了大學(xué)排名是一種誤導(dǎo)性的評(píng)估方式,所以要用其他的方法來評(píng)估大學(xué),即大學(xué)需要另一種評(píng)估方式。故選D項(xiàng)。
第二節(jié)
【語篇導(dǎo)讀】這是一篇說明文。文章主要介紹了機(jī)會(huì)成本的重要性以及局限性。
36.F【解析】根據(jù)上文There is a simple and practical methd that slves this prblem.(有一個(gè)簡(jiǎn)單實(shí)用的方法可以解決這個(gè)問題。)和下文When yu understand the cncept, yu have the pwer t measure every alternative with precisin and make the right decisin.(當(dāng)你理解了這個(gè)概念,你就有能力精確地衡量每一個(gè)選擇,并做出正確的決定。)可知,空處提到了一個(gè)概念,就是機(jī)會(huì)成本。F項(xiàng)中的“the pprtunity cst”和下文中的“the cncept”對(duì)應(yīng)。所以F項(xiàng)It is abut finding ut the pprtunity cst(這是關(guān)于找出機(jī)會(huì)成本)符合語境。故選F項(xiàng)。
37.B【解析】根據(jù)下文Every time yu chse smething, yu give up ther alternatives tgether with their financial benefits.(每次你選擇某樣?xùn)|西,你就放棄了其他的選擇以及它們的經(jīng)濟(jì)利益。)可知,下文舉例說明機(jī)會(huì)成本的具體實(shí)施原則,選擇了某樣?xùn)|西就要放棄其他的選擇以及它們的經(jīng)濟(jì)利益。B項(xiàng)The key principle underlying the idea is that there is n such thing as free lunch.(這個(gè)觀點(diǎn)的關(guān)鍵原則是,天下沒有免費(fèi)的午餐)符合語境。故選B項(xiàng)。
38.G【解析】空處為段落主題句。根據(jù)下文Take the simple example f trying t decide whether t take public transprtatin fr 80 minutes r t drive fr 40 minutes.(舉個(gè)簡(jiǎn)單的例子,試著決定是乘80分鐘的公共交通工具還是開車40分鐘。)可知,本段主要講述機(jī)會(huì)成本在日常生活中的應(yīng)用。G項(xiàng)Opprtunity cst matters nt nly in ecnmics but als in real life.(機(jī)會(huì)成本不僅在經(jīng)濟(jì)學(xué)中很重要,在現(xiàn)實(shí)生活中也很重要)符合語境。故選G項(xiàng)。
39.E【解析】根據(jù)上文Yu might save n the cst f gas while riding the bus but duble the trip length and miss ut n ther things yu culd have dne during that time.(你可能會(huì)在乘坐公共汽車時(shí)節(jié)省汽油費(fèi)用,但會(huì)使行程長(zhǎng)度增加一倍,并錯(cuò)過在這段時(shí)間內(nèi)你可以做的其他事情。)可知,在做決定之前要權(quán)衡利弊。E項(xiàng)Weigh the lsses and gains, and make yur decisin.(權(quán)衡得失,再做決定)符合語境。故選E項(xiàng)。
40.C【解析】根據(jù)上文Thugh useful in decisin making, the biggest drawback f pprtunity cst is that it’s ften related t what’s hard t quantify.(雖然機(jī)會(huì)成本在決策中很有用,但它最大的缺點(diǎn)是它往往與難以量化的東西有關(guān)。)可知,此處提出機(jī)會(huì)成本的局限性,結(jié)合下文After all, putting a number t yur peaceful mind r happiness can be difficult.(畢竟,用一個(gè)數(shù)字來形容你內(nèi)心的平靜或快樂是很困難的。)可知,像情緒等非經(jīng)濟(jì)利益機(jī)會(huì)成本難以形容。C項(xiàng)This is especially true when the pprtunity cst is f nn-financial benefit.(當(dāng)機(jī)會(huì)成本是非經(jīng)濟(jì)利益時(shí)尤其如此)符合語境。故選C項(xiàng)。
第三部分 語言運(yùn)用
第一節(jié)
【語篇導(dǎo)讀】這是一篇記敘文。文章主要講的是洪水摧毀了Hagan家的橋,切斷了他們與外界的聯(lián)系。Hagan求助媒體,卻意外接到孫子教練的來電,在孫子教練球隊(duì)重建了橋之后,他們?cè)僖淮闻c鄰居取得了聯(lián)系。
41.C【解析】考查名詞及語境理解。A.snw雪;B.fire火災(zāi);C.fld洪水;D.landslide滑坡。句意:上周末,一場(chǎng)洪水摧毀了房屋、道路和橋梁,使許多人無處可去。根據(jù)下文“The pwerful fld”可知,洪水摧毀了房屋。故選C項(xiàng)。
42.A【解析】考查動(dòng)詞及語境理解。A.separated使分開;B.saved救;C.freed釋放;D.hidden躲藏。句意:強(qiáng)大的洪水摧毀了Hagan的橋梁,使他和他的妻子與社區(qū)分離。根據(jù)上文“The pwerful fld damaged Hagan’s bridge”可知,橋被毀了,Hagan和妻子與社區(qū)分離了。故選A項(xiàng)。
43.B【解析】考查動(dòng)詞及語境理解。A.a(chǎn)greed同意;B.expected預(yù)料;C.remembered記得;D.explained解釋。句意:他求助于社交媒體,但從未想到他會(huì)接到孫子教練Ryan Jesp的電話。根據(jù)下文“he wuld receive a call frm his grandsn’s cach Ryan Jesp”可知,他孫子的教練給他打來電話,這是他沒有預(yù)料到的。故選B項(xiàng)。
44.C【解析】考查形容詞及語境理解。A.difficult困難的;B.rugh(表面)粗糙的;C.easy容易的;D.tugh困難的。句意:Hagan一家為這個(gè)地區(qū)做了很多,所以幫助他們是一個(gè)很容易的決定。根據(jù)上文“The Hagans have dne s much fr this area”可知,因?yàn)镠agan一家為這個(gè)地區(qū)做了很多,所以是應(yīng)該得到別人的幫助的,因此此處表示“幫助他們是一個(gè)很容易的決定”。故選C項(xiàng)。
45.D【解析】考查介詞短語及語境理解。A.in hnr f為了表示尊敬和欽佩;B.in need f需要;C.in case f萬一;D.in place f代替。句意:瑞士郡的足球教練制定了一個(gè)計(jì)劃,讓他的球隊(duì)在舊的斷橋上建造一座新橋。根據(jù)上文“a new bridge”和下文“the ld brken ne”可知,用新橋代替舊的。故選D項(xiàng)。
46.B【解析】考查名詞及語境理解。A.invitatin邀請(qǐng);B.message消息;C.pinin觀點(diǎn);D.reprt報(bào)道。句意:Hagan收到消息說,周一上午9點(diǎn)會(huì)有一個(gè)團(tuán)隊(duì)到他家工作。根據(jù)下文“a team wuld be at his huse Mnday at 9 a.m. t wrk”可知,周一上午9點(diǎn)會(huì)有一個(gè)團(tuán)隊(duì)到他家工作,這是他收到的消息。故選B項(xiàng)。
47.A【解析】考查形容詞及語境理解。A.tuching感人的;B.shcking令人震驚的;C.frightening令人害怕的;D.cnfusing令人困惑的。句意:它很感人,讓我熱淚盈眶。根據(jù)下文“brught tears t my eyes”可知,Hagan哭了,說明這很感人。故選A項(xiàng)。
48.A【解析】考查副詞及語境理解。A.Frtunately幸運(yùn)的是;B.Suddenly突然;C.Surely無疑,肯定;D.Persnally親自。句意:幸運(yùn)的是,橋梁的鋼框架基礎(chǔ)結(jié)構(gòu)沒有被洪水破壞。根據(jù)下文“the steel frame base structure(鋼架基礎(chǔ)結(jié)構(gòu))f the bridge wasn’t damaged”可知,橋梁的鋼框架基礎(chǔ)結(jié)構(gòu)沒有被洪水破壞,這是幸運(yùn)的。故選A項(xiàng)。
49.D【解析】考查動(dòng)詞短語及語境理解。A.tk in吸收;B.tk up占據(jù);C.tk ff起飛;D.tk apart拆開。句意:幾十個(gè)人走到橋邊,一塊一塊地把那座舊橋拆開。根據(jù)下文“ne plank(木板)by plank”可知,他們一塊一塊地把那座舊橋拆開。故選D項(xiàng)。
50.C【解析】考查動(dòng)詞及語境理解。A.recrding記錄;B.prtecting保護(hù);C.creating創(chuàng)造;D.changing改變。句意:然后,團(tuán)隊(duì)通過建立一條裝配線來重建它。根據(jù)下文“an assembly line(流水線)”可知,團(tuán)隊(duì)通過建立一條裝配線來重建橋,空格處意為“創(chuàng)造”。故選C項(xiàng)。
51.D【解析】考查名詞及語境理解。A.reasn原因;B.prblem問題;C.trip旅行;D.gal目標(biāo)。句意:我們團(tuán)隊(duì)的目標(biāo)是通過團(tuán)隊(duì)合作來幫助他們。根據(jù)下文“t help them thrugh teamwrk”可知,幫助他們是這個(gè)團(tuán)隊(duì)的目標(biāo)。故選D項(xiàng)。
52.D【解析】考查動(dòng)詞及語境理解。A.designed設(shè)計(jì);B.mved移動(dòng);C.researched研究;D.cmpleted完成。句意:這個(gè)團(tuán)隊(duì)只用了幾個(gè)小時(shí)就完成了這個(gè)項(xiàng)目。根據(jù)下文“in nly a few hurs”和“when it was dne”可知,這個(gè)團(tuán)隊(duì)只用了幾個(gè)小時(shí)就完成了這個(gè)項(xiàng)目。故選D項(xiàng)。
53.C【解析】考查名詞及語境理解。A.bridge橋;B.dr門;C.watch表;D.huse房子。句意:Hagan說:“他們9點(diǎn)鐘就來了,當(dāng)橋修好的時(shí)候,我看了看表,時(shí)間是11點(diǎn)45分?!备鶕?jù)下文“it was 11:45”可知,作者是在團(tuán)隊(duì)完成任務(wù)的時(shí)候看了看表。故選C項(xiàng)。
54.C【解析】考查名詞及語境理解。A.cmpany公司;B.cmpetitrs競(jìng)爭(zhēng)者;C.neighburhd社區(qū),四鄰;D.students學(xué)生。句意:多虧了他們孫子的足球隊(duì),Hagan一家現(xiàn)在與他們的社區(qū)重新建立了聯(lián)系。根據(jù)上文“l(fā)eaving him and his wife ______ frm the cmmunity.”可知,之前洪水使他們和社區(qū)分開了,所以現(xiàn)在橋修好了,他們就和社區(qū)重新建立了聯(lián)系。故選C項(xiàng)。
55.A【解析】考查名詞及語境理解。A.win勝利;B.risk風(fēng)險(xiǎn);C.hpe希望;D.task任務(wù)。句意:至于Jesp教練,他認(rèn)為這是本賽季最大的勝利。根據(jù)上文“The team ______ the prject”可知,這個(gè)球隊(duì)完成了橋的重建,所以這是這個(gè)球隊(duì)的勝利。故選A項(xiàng)。
第二節(jié)
56.by【解析】考查介詞。人們通過使用在照明的獸皮或紙板上的木偶影子來講述故事。故填by。
57.steps【解析】考查名詞復(fù)數(shù)。因?yàn)?7題后面提到了leather selectin, leather making, painting, engraving, clr applicatin, sweating and irning, binding and synthesis,說明皮影戲的制作有很多步驟,此step用復(fù)數(shù)steps。故填steps。
58.careful【解析】考查詞性轉(zhuǎn)換。描述動(dòng)作時(shí)謹(jǐn)慎的態(tài)度。故填careful。
59.when【解析】考查時(shí)間定語從句中的關(guān)系副詞,指明皮影戲誕生的時(shí)代。故填when。
60.reaching【解析】考查非謂語做狀語。這里表示皮影戲達(dá)到了其巔峰,取得了最大的發(fā)展。故填reaching。
61.has been【解析】考查現(xiàn)在完成時(shí)。出現(xiàn)于既沒有電影也沒有電視的時(shí)代,在清朝達(dá)到鼎盛時(shí)期,皮影戲一直在發(fā)展的路上……本句的t date是現(xiàn)在完成時(shí)的標(biāo)志。故填has been。
62.was listed【解析】考查被動(dòng)語態(tài)。在2006年,皮影戲被列入了中國(guó)第一個(gè)國(guó)家非物質(zhì)文化遺產(chǎn)名錄。故填was listed。
63.imprtance【解析】考查詞性轉(zhuǎn)換。be f+名詞=be+形容詞,在文中提到這些獎(jiǎng)項(xiàng)對(duì)于皮影戲的傳承具有積極的重要性。故填imprtance。
64.what【解析】考查名詞性從句?!皐hat”引導(dǎo)一個(gè)賓語從句。故填what。
65.left【解析】考查非謂語做定語?!發(fā)eft”作為定語修飾drama,被留給我們的戲劇,故用過去分詞。至于我們傳統(tǒng)文化中的皮影戲,我們不能讓留給我們的戲劇失落。我們應(yīng)該讓它傳承下去。故填left。
第四部分 寫作
第一節(jié)
Dear Jim,
Thank yu fr yur recmmendatin f the English nvel The Old Man and the Sea.
Having finished reading, I’ve harvested a lt. The tugh man wh fights against the big fish and sharks alne in the sea inspires me t brave frustratins in my life. And I have learned that we shuld stick t ur dreams n matter what hardships we may encunter.
The bk unflds a new wrld t me. Regarding my future reading plans, I’m cnsidering explring Hemingway’s ther nvels, like “A Farewell t Arms” and “Fr Whm the Bell Tlls.”
I wuld appreciate it if yu culd give me mre recmmendatins.
Yurs,
Li Hua
第二節(jié)
That night, I was struck by an idea as I read a graphic nvel that all three f us liked. Thrilled and inspired, I sprang in frnt f my desk, racked my brains and started drawing a few scenes f three f us giggling, chattering and enjying each ther’s cmpany like we usually did. On the last page, I wrte, “Dear Kash, yu are nt the ne left behind. Liya and I are s srry abut the way we messed things up.” Filled with guilt, I carefully placed the paintings int an envelpe, hping this wuld be an icebreaker.
The next day, I handed my pages f aplgy t Kash. He tk it, lking surprised at the first sight. After he read it, an expressin f intense jy lit up his eyes. Blushed, I brke the silence, “I’m srry. We shuld have talked t yu.” With her eyes fixed n the flr, Liya came ver and aplgized in a lw vice, “Yu mean a lt t us.” Hearing her wrds, Kash shk his head and smiled, “I was way t sensitive.” We exchanged a knwing smile, realizing that sincerity, trust and cmmunicatin were always the key t clearing up the misunderstanding between friends.
聽力錄音文稿
Text 1
M: Hw abut ging n an uting with us next week? We’re planning t g rller skating and bating in the natinal park.
W: Sunds gd. But I’d better warn yu, I’m nt much f a swimmer.
Text 2
W: I’ll never get a jb. I dn’t have any great skills.
M: I see it differently. Cheer up. Fur years f schl has given yu exactly what mst emplyers are lking fr I’m nt wrried.
Text 3
W: D yu have a specific prblem that’s wrrying yu, Mr. Smith?
M: Yes, that’s why I came in fr this check-up. This tth n the right has been giving me a bit f truble.
Text 4
M: Did yu see The Vilinist when it was in the theatre? It was great.
W: Yes. That’s a mvie I’ll always remember. It is my all-time favurite mvie.
Text 5
M: Yu lk upset. Is there anything wrng?
W: Oh, I’m really in a bad md tday. Yu knw, althugh I had prepared fr my maths test, I think I’ll fail it, because it was t hard.
Text 6.
W: Hi, Ben! Hw was basketball practice tday? Yu lk like yu had a gd game.
M: I did, but I’m nt n the basketball team anymre. I was practising with the tennis team tday.
W: Really? Yu’re very gd at basketball, and gt alng well with yur teammates. I thught it was yur favurite sprt. Why aren’t yu n the basketball team anymre?
M: Well, it’s my fault, actually. Even thugh I d well n the curt, I dn’t really enjy playing basketball. It was my father’s dream t have a sn wh is gd at that sprt. I used t like the game because my father lved it s much, but I can’t frce myself t d smething I dn’t enjy anymre. I talked t my father abut it a cuple f weeks ag, and then I quit the team.
Text 7
M: Linda, have yu finished yur wrk?
W: Yes.
M: Shall we g and have sme cffee?
W: I’m afraid I can’t, I’m lking fr a reprt, I will be in truble if I can’t find the reprt. My bss will kill me.
M: Instead f lking fr it directly, why dn’t yu try rganising yur rm a bit? It’s a disaster.
W: But I like it this way! …Here it is! I searched the desk and bkshelf, but I didn’t lk n the flr.
Text 8.
M: OK. Shall we start with yur interest? What d yu like ding best?
W: Um…well, I like phtgraphy. I’ve gt a prfessinal camera. S I take it quite seriusly. But I can’t imagine belnging t a club t take phtgraphs. I usually g n lng walks n my wn and take phts.
M: And the film club?
W: It’s far t expensive.
M: OK. s what else d yu like ding? Running?
W: Oh, n! Nt running! I like walking. I’m afraid the running club isn’t fr me and nr is the cycling club. But I d like yga. Hw many members des the yga club have?
M: It’s always a small grup. A lt f peple sign up at the beginning f the term, but they stp ging after a few weeks. S at last nly a few regular members remain every year.
W: That sunds great. I think I’d like t jin it.
Text 9
W: Hell, welcme t this week’s “Peple Yu Meet”. Tday, we present t yu Mark Leach, an infrmatin fficer in Lndn.
M: Hi, everyne. My name’s Mark Leach. I’m an infrmatin fficer at the Britain Business Centre, which is a turist ffice fr the British Turist Bard in Lndn. Here, we ffer a turist infrmatin service t mainly visitrs frm verseas. And each year, we have abut 500,000 peple cme t the ffice.
W: Ww, that’s a large number f peple. Hw d yu manage t meet the needs f s many peple?
M: I’m in charge f an infrmatin team. The team has abut ten fficers wh give turist infrmatin directly ver the cunter t visitrs. We speak a ttal f thirteen languages altgether.
W: That’s pretty cl! S, what exactly d yu d every day?
M: Well, we act as a ne-stp shp fr anyne wh wants t cme in. S, it culd be that they want a day-trip frm Lndn, which is a very ppular request. And we can ffer suggestins f where t g and hw t get there. If peple want a tw-week tur f Britain, we can plan ut exactly where t visit, what rads t take.
W: S, d yu have any suggestins fr peple cming t Britain?
M: A gd suggestin is t see as much as yu can, but try t cme back again and again t see different parts f the cuntry, because in that way, yu’ll really experience it.
Text 10
W: Welcme t Futurscpe. I hpe yu enjy yur visit t the largest space-age park in the wrld. Everything here is develped by using the mst advanced technlgy. Here, yu can get clse t the wrld in an amazing way thrugh the 3-D cinemas and huge mvie screens. Yu can g t the bttm f the cean t see varius blind creatures that have never seen sunlight. Yu can fly thrugh the frest r visit the slar system. Yu can g t learning centres t try yur wn scientific experiments r learn mre abut space travel. All f these things make the wrld cme t life in a cmpletely new way fr yu. Tickets can be bught at the park’s entrance r nline. Fr class utings, we ffer a grup admissin rate. We have excellent htels nearby and they prvide a bus service t the park. Remember t plan yur trip in advance, since there’re s many shws, activities and suvenir shps. Dn’t frget t wear cmfrtable shes! Fr detailed infrmatin, yu can take a free brchure t help yu. As a great mix f fun and learning, Futurscpe is yur unique chice! Enjy yurself!
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