一、閱讀理解
Tp Cffee-prducing Cuntries
Brazil
Back in the 18th century, Brazil started grwing cffee. Nw, arund 300,000 cffee farmers in Brazil prduce abut 40% f the wrld’s cffee. Arabica (阿拉比卡咖啡) takes up 70% f the cffee beans grwn in the cuntry. In Brazil, 3% f exprt incme is frm cffee beans. Brazilians are wild abut drinking their cffee and cnsume it all day lng.
Vietnam
Cffee fund its way t Vietnam in the 1800s. Nw cffee industry emplys almst 3 millin peple. Mst f Vietnam’s cffee prductin is the less appreciated Rbusta (羅布斯塔咖啡) variety. Because f that, mst cffee beans grwn in Vietnam are fr instant cffee. Despite cffee’s ppularity as an exprt crp, the Vietnamese still prefer tea. They als make a famus Cappuccin (卡布奇諾咖啡) nt fund elsewhere—famus because it gets a dse f raw egg if that’s t yur liking.
Clmbia
Cffee was intrduced int Clmbia in the early 1700s. In Clmbia, abut 2.3 millin acres f land are planted with cffee. Cffee is the mst imprtant agricultural exprt. There are arund 555,000 cffee grwers in Clmbia. The majrity f Clmbian cffee plantatins are wned by families. Clmbians typically start their mrning with a tint. It’s a small cup f black cffee that’s sweetened with sugar. They may add cinnamn r ther spices t jazz it up.
Indnesia
Indnesia has a lng cffee histry that ges back t the 1600s, which has its share f ups and dwns. In the late 19th century, the terrible cffee rust disease caused death t many f the high-quality cffee plants. T prevent this frm happening again, Indnesia replanted with the disease-resistant Rbusta cffee. Arabica beans still play a part in the Indnesian cffee market, representing abut 25% f cffee beans grwn there.
1．Which f the fur cuntries started grwing cffee earliest?
A. Brazil.B. Vietnam.C. Clmbia.D. Indnesia.
2．What is special abut Vietnam?
A. A unique kind f cffee drink is made there.
B. High-quality cffee beans are prduced there.
C. Cffee was prduced fr the hme market there.
D. Cffee planting met with prblems in the 1990s there.
3．What d Brazil and Clmbia have in cmmn?
A. Cffee exprts are grwing in bth cuntries.
B. They bth have a cffee-lving ppulatin.
C. They share the same number f cffee grwers.
D. Cffee farms are wned by families in bth cuntries.
As a dctral student, I served as a hstess fr famus authrs and illustratrs when they came t participate in the Ohi State University Children’s Literature Cnference. I hsted such belved creatrs f children’s bks as Nikki Grimes, Jerry Pinkney and James Ransme. I wuld stand at the airprt, hlding ne f their bks and waiting t pick them up and then drive them arund twn t places they needed t g and assist them during autgraph sessins. After graduating frm my university and accepting a psitin at Clemsn University in 2003, I kept in tuch with James Ransme.
In 2005 I received a grant frm the gvernment t cnduct a family-literacy prgram. I wanted t see what wuld happen when I expsed ten African American families with children t bks by and abut African Americans. I prvided each f the families with cpies f seven bks, five f which were illustrated by James.
The families participated in a series f five mnthly wrkshps, and the final event was a presentatin by James and an autgraph sessin with him. I believed this event wuld be a meaningful way t end the prgram, by having a famus illustratr f children’s literature cme and talk abut his wrk, especially because the families and I had read and respnded t several f his bks ver the curse f the five wrkshps.
James’s visit was infrmative and enlightening fr the families. A parent, Ashley, tld me that she sent a nte t her sn’s teacher abut having participated in the prgram and laned her sn’s autgraphed cpies f James’s bks fr the class t read. Lking back ver my career, this family-literacy prgram is ne f the accmplishments f which I am the prudest, and I am especially pleased that James was part f it.
4．Hw did the authr cme int cntact with James?
A. The authr met him by accident at the airprt.
B. The authr went t him t ask fr an autgraph.
C. The authr hsted him when he attended a cnference.
D. The authr was intrduced t him by a university prfessr.
5．What can be learned abut James?
A. He ran mnthly wrkshps.
B. He is an African American.
C. He has written seven bks.
D. He graduated frm Clemsn University.
6．What did James d fr the family-literacy prgram?
A. He gave a talk t the families.
B. He laned his bks t the families.
C. He respnded t the questins raised by the families.
D. He asked the gvernment t give financial supprt t the families.
7．What is Ashley’s attitude twards James?
A. Dubtful.B. Caring.C. Tlerant.D. Appreciative.
The Rbbers Cave Experiment was part f a series f studies cnducted by scial psychlgist Muzafer Sherif and his wrkmates in the 1940s and 1950s. The researchers divided bys at a summer camp int tw grups, and they studied hw cnflict develped between them. They als investigated what did and didn’t wrk t reduce grup cnflict. The bys were left in the dark abut the experiment.
In the 1954 study, bys wh were apprximately 11~12 years ld thught that they were participating in a typical summer camp, which tk place at Rbbers Cave State Park. Hwever, the campers’ parents knew that their children were actually participating in a research study.
The bys arrived at the camp in tw separate grups: fr the first part f the study, they spent time with members f their wn grup, withut knwing that the ther grup existed. The grups chse names, the Eagles and the Rattlers.
After a shrt perid f time, the bys became aware f the existence f the ther grup and began t speak negatively abut the ther grup. Then the researchers arranged a cmpetitive turnament between the grups, cnsisting f games such as baseball and tug-f-war and the relatinship between the tw grups quickly became tense. The campers rated their wn grup mre psitively than the rival (對(duì)立) grup.
T determine the factrs that culd reduce grup cnflict, the researchers first brught the campers tgether fr fun activities such as having a meal r watching a mvie tgether. Hwever, this didn’t wrk t reduce cnflict.
Next, Sherif and his wrkmates tried having the tw grups wrk n cmmn gals. Fr example, the camp’s water supply was cut ff purpsely by the researchers, and the Eagles and the Rattlers wrked tgether t fix the prblem. Wrking n shared gals eventually reduced cnflict and friendships began t frm with members f the ther grup. In the end, sme f the campers requested that everyne frm bth grups take the bus hme tgether, and ne grup bught drinks fr the ther grup.
8．What can be inferred abut the campers in the 1954 experiment?
A. Their parents held smething back frm them.
B. They were asked t take part in a scial practice.
C. They were participating in a typical summer camp.
D. Their grups were frmed by the names they chse.
9．What is the beginning f the bys’ negative attitude t the ther grup?
A. Being asked t rate the ther grup.
B. Hearing negative remarks frm the ther grup.
C. Cmpeting in a turnament against the ther grup.
D. Becming aware f the existence f the ther grup.
10．Why was the camp’s water supply cut ff?
A. T cause a cnflict between the tw grups.
B. T test the campers’ prblem-slving ability.
C. T get the tw grups t wrk fr a cmmn gal.
D. T see hw much the campers care abut each ther.
11．What can be a cnclusin frm Sherif’s experiment?
A. Fights between different grups are unavidable.
B. One shuld seek friendship with utgrup members.
C. Fun activities are the best ways t reduce grup cnflict.
D. Grup members tend t turn against utgrup members.
Fr the histry f life n Earth, rganisms have relied n the light f the sun, mn, and stars t find their way and schedule their lives. While the beginning f electric lighting in the late 19th century may have benefited humans, it has caused prblems in the natural wrld. Amng the impacts f artificial light at night(ALAN), light pllutin lures migrating birds t cities with shcking cnsequences, cntributes t the alarming decline in insect ppulatins, and cnvinces sea turtle babies t amble(緩行)away frm the water instead f twards it.
Nw, a new study frm the University f Plymuth adds anther disappinting finding abut hw ALAN is affecting the creatures with whm we share the planet: Light pllutin frm castal cities can trick crals(珊瑚)int reprducing utside f the ptimum times when they wuld nrmally reprduce.
Using a cmbinatin f light pllutin data and spawning(產(chǎn)卵)bservatins, researchers were able t shw fr the first time that crals expsed t ALAN are spawning ne t three days earlier and clser t the full mn cmpared t thse n unlit crals. “That shift may reduce the survival and fertilizatin success f gametes(配子)and genetic cnnectivity between nearby lit and unlit cral systems,” they explain.
“Crals are amng the mst bidiverse, ecnmically imprtant, and threatened ecsystems n the planet,” write the authrs f the study.
“Climate change has led t mass bleaching(褪色)events. Habitat destructin, fisheries, and pllutin have reduced crals substantially since the 1950s,” they write, adding, “The cmplete lss f crals is anticipated ver the next 100 years.”
If we want t reduce the harm ALAN is causing, we culd perhaps lk t delay the switching-n f night-time lighting in castal regins t ensure the natural dark perid between sunset and mnrise when cral reprductin remains undisturbed.
12．Why is the first paragraph written?
A. T present the tpic f the text.
B. T advcate energy cnservatin.
C. T explain a natural phenmenn.
D. T prvide backgrund infrmatin.
13．What des the underlined wrd “ptimum” in paragraph 2 mean?
A. Pssible.B. Apprpriate.C. Flexible.D. Sensitive.
14．What is the researchers’ majr cncern ver crals?
A. Extinctin.B. Lsing value.
C. Terrible diseases.D. Expsure t mnlight.
15．What can be a suitable title fr the text?
A. Creatures Rely n Natural Lights t Schedule Their Life
B. Night-time Lighting Shrtens Natural Dark Perid
C. Castal Lights Trick Crals int Early Spawning
D. Light Pllutin Leads t Serius Cnsequences
二、七選五
16．Many significant internatinal prjects have cnsidered hw schling might change t better match the changes that have taken place in the 21st century. ① _________ One is a shift in the meaning f knwledge, and the ther is the need t build educatin systems based arund what we nw knw abut learning.
The term “knwledge age” r “knwledge ecnmy” refers t a rerganizatin away frm an Industrial Age ecnmy, where explitatin (開采) f natural resurces, primary prductin and mass prductin were the standard mdels fr ecnmic develpment. ② _________ This is achieved thrugh the rapid creatin f new knwledge and has becme the basis fr ecnmic develpment. It is argued that educatin fr the knwledge age must fcus n the develpment f learners’ cmpetences t deal with new situatins and envirnments.
③ _________ Nr des it deny the need fr bvius gals fr students’ knwledge develpment. Rather, the future-fcused educatin literature suggests we need t adpt a much mre cmplex view f knwledge, ne that incrprates knwing, ding and being. Alngside this we need t rethink ur ideas abut hw ur learning systems are rganized, resurced and supprted. Research clearly shws that peple d nt learn well as passive recipients (接受者) f pre-packaged, bite-sized pieces f knwledge. ④ _________
Althugh sme f these principles are understd by many teachers, ur educatin systems and practices are ften set up in ways that d nt supprt these principles t perate in practice. Teachers and schl leaders are attempting paradigm (范式) shifts. ⑤ _________
A. There needs t be wider public supprt fr them.
B. There are tw imprtant ideas that supprt this wrk.
C. This des nt mean that knwledge n lnger matters.
D. Gd learning requires active engagement in the “whle game”.
E. We are required t prepare yung peple fr the knwledge age.
F. This is pssible nly when active learning appraches are applied.
G. In the knwledge age, the ability t generate value is put in the first place.
三、完形填空（15空）
When I was a teenager, I vlunteered t wrk at the water statin at a 10,000m race. My jb was t 1 water t the runners. I remember being s 2 t see all the different kinds f peple wh passed by and grabbed a cup f water. Sme ran past, sme walked past and a few wheeled past. I saw s many types f peple ding it. I thught maybe I culd d it t! S the next year I 3 up fr the race.
That first 10,000m race was quite an experience. I jgged, I walked, I jgged and I walked. 4 , I didn't knw if I culd finish. Then came a defining (起決定性作用的) 5 .
At ne pint near the end, a 70-year-ld man ran past me, very, very fast, and I felt 6 because I was 50 years yunger than he but I culdn't even keep up with him. I felt defeated fr a secnd.
But then I 7 smething. He was running his race and I was running mine. He had 8 abilities, experience, training and gals fr himself. I had mine. Remember my gal was nly t finish.
After a minute, it 9 me that this was a lessn I culd draw frm. I learned smething abut myself in that mment. I turned my embarrassment int 10 .
I decided that I wuld nt give up n running races. In fact, I wuld run even mre races and I wuld learn hw t train and prepare 11 and ne day I wuld be ne f thse 70-year-ld persns wh were still running. As I crssed the finishing line, I was prud f my 12 .
In life we all have thse mments where we 13 urselves t thers. It's nly natural. Dn't allw thse mments t 14 yu. Turn them int mtivatin and let them inspire yu. With the prper preparatin and training, yu can imprve yur result t 15 yur gals in life.
17．A.bring ut B.pass ut C.take ut D.pick ut
18．A.excited B.wrried C.cncerned D.anxius
19．A.gave B.made C.signed D.dressed
20．A.At times B.In time C.In all D.After all
21．A.victry B.decisin C.mment D.cnclusin
22．A.embarrassed B.annyed C.mved D.thrilled
23．A.realized B.lst C.nticed D.remembered
24．A.special B.evident C.cmmn D.different
25．A.wrried B.hit C.reached D.hurt
26．A.attractin B.devtin C.inspiratin D.expectatin
27．A.slightly B.hardly C.clearly D.prperly
28．A.excitement B.accmplishment C.mvement D.judgment
29．A.intrduce B.relate C.present D.cmpare
30．A.weaken B.wund C.amuse D.cheer
31．A.reserve B.deliver C.achieve D.abandn
四、短文填空
32．A museum shwcasing the culture f the Grand Canal is expected t pen in Beijing next week. Sme 6,000 items r sets f exhibits① _________ (clse) related t Beijing and the ancient canal are t be displayed.
“The Grand Canal Museum f Beijing, als called the Capital Museum East Branch, ② _________ (lcate) in the Beijing Municipal Administrative Center and has③ _________ ttal flr area f 99,700 square meters,” said Feng Ha, wh is④ _________ charge f museum cllectins at the Capital Museum.
With a daily capacity f 6,000 visitrs, the new museum is designed⑤ _________ (cmbine) bats, sailing and water elements, shwcasing the culture f the Grand Canal.
The exhibitin area cnsists f basic, ⑥ _________ (theme), pen, and temprary exhibitin⑦ _________ (sectin). “Visitrs can enjy an interactive experience⑧ _________ (reflect) the themes f Beijing and the Grand Canal in the pen exhibitin sectin thrugh⑨ _________ (digit) technlgy,” Feng said.
With a histry f mre than 2,500 years, the Grand Canal cnnects Beijing and Hangzhu in East China’s Zhejiang Prvince, ⑩ _________ served as a significant transprtatin rute in ancient China.
五、書面表達(dá)
33．假定你是李華，你的新西蘭朋友Paul給你發(fā)郵件說他對(duì)中國(guó)成語感興趣，想學(xué)習(xí)更多的中國(guó)成語。請(qǐng)你給他寫一封郵件，內(nèi)容包括：
1. 你對(duì)中國(guó)成語的認(rèn)識(shí)；
2. 學(xué)習(xí)中國(guó)成語的建議。
注意：
1. 寫作詞數(shù)應(yīng)為80個(gè)左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Dear Paul,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
六、讀后續(xù)寫
34．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。
As I walked alng the sidewalk in frnt f Surplus Unlimited, a car that was abut t change my life had just turned nt Rute 82 frm the CVS parking lt. I lked up and nticed the elderly cuple in the car heading tward me. As the car rlled past, the driver suddenly cllapsed against the steering wheel (方向盤) right in frnt f my eyes. His wife stared blankly ut f the passenger side windw. She was unaware that her car was nw rlling—withut a cnscius driver—dwn the center f a busy rad.
I began t jg alngside the mving car. My mind assessed the situatin. Smebdy needed t stp that car!
I reached frward, but there was nthing t grab. I punded n her windw. She lked cnfused. “Rll dwn the windw!” I yelled, gesturing wildly. With the windw dwn, I was able t grab the dr frame. I pulled hard against the frce f the mving vehicle. On the far side f the car, the traffic streamed by in the ppsite directin. Cars passed ne after anther. Nbdy slwed dwn. Nbdy seemed t ntice.
Thankfully, the driver’s ft must have slipped ff the gas pedal (踏板) when he lst cnsciusness. I kept pulling, and the car began t slw.
Just then, a wman appeared frm behind me. She ran alngside the driver side dr. She pened the dr and as the car was slwing, she managed t shift it ut f “Drive”. A jyful “We did it!” feeling swept ver me.
But the car was nw stpped in the center lane (車道) with traffic still mving in bth directins arund us and we need t help this man. Quickly! The wman called 911 while I checked his vital signs. He was nt breathing. He had n pulse. He had abut five minutes until he was dead. CPR was needed in t time.
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。
Thughts started running thrugh my mind.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
In an instant, the man frm the black SUV was standing beside me and said, “I am a dctr.”
_______________________________________________________________________________________________________________________________________________________________________________________________________________
參考答案
1．答案：D
解析：細(xì)節(jié)理解題。根據(jù)第一段“Back in the 18th century, Brazil started grwing cffee. (早在18世紀(jì)，巴西就開始種植咖啡。)”；第二段“Cffee fund its way t Vietnam in the 1800s. (咖啡在19世紀(jì)進(jìn)入越南。)”；第三段“Cffee was intrduced int Clmbia in the early 1700s. (咖啡在18世紀(jì)早期被引入哥倫比亞)”以及最后一段“Indnesia has a lng cffee histry that ges back t the 1600s, which has its share f ups and dwns. (印尼有著悠久的咖啡歷史，可以追溯到17世紀(jì)，其間有起有落。)”可知，Indnesia是種植咖啡最早的。故選D。
2．答案：A
解析：細(xì)節(jié)理解題。根據(jù)第二段“They als make a famus Cappuccin (卡布奇諾咖啡) nt fund elsewhere—famus because it gets a dse f raw egg if that’s t yur liking. (他們還制作了一款在其他地方找不到的著名的卡布奇諾——出名是因?yàn)槿绻阆矚g的話，它會(huì)加一些生雞蛋。)”可知，越南的特別之處在于那里生產(chǎn)一種獨(dú)特的咖啡飲料。故選A。
3．答案：B
解析：細(xì)節(jié)理解題。根據(jù)第一段“Brazilians are wild abut drinking their cffee and cnsume it all day lng. (巴西人喜歡喝咖啡，整天都在喝。)”和第三段中“Clmbians typically start their mrning with a tint. It’s a small cup f black cffee that’s sweetened with sugar. (哥倫比亞人通常以一杯tint開始他們的早晨。它是一小杯加糖的黑咖啡。)”可知，巴西和哥倫比亞的共同之處是都有喜歡喝咖啡的人。故選B。
4．答案：C
解析：細(xì)節(jié)理解題。根據(jù)第一段中“As a dctral student, I served as a hstess fr famus authrs and illustratrs when they came t participate in the Ohi State University Children’s Literature Cnference. I hsted such belved creatrs f children’s bks as Nikki Grimes, Jerry Pinkney and James Ransme.(在讀博士期間，我為前來參加俄亥俄州立大學(xué)兒童文學(xué)大會(huì)的著名作家和插畫家擔(dān)任主持人。我邀請(qǐng)了尼基·格萊姆斯、杰里·平克尼和詹姆斯·蘭瑟姆等受人喜愛的兒童書籍創(chuàng)作者)”可知，當(dāng)James參加會(huì)議時(shí)，是作者接待了他，從而接觸。故選C。
5．答案：B
解析：細(xì)節(jié)理解題。根據(jù)第二段中“I wanted t see what wuld happen when I expsed ten African American families with children t bks by and abut African Americans. I prvided each f the families with cpies f seven bks, five f which were illustrated by James.(我想看看當(dāng)我讓十個(gè)有孩子的非裔美國(guó)家庭閱讀非裔美國(guó)人寫的和關(guān)于非裔美國(guó)人的書時(shí)會(huì)發(fā)生什么。我給每個(gè)家庭提供了七本書，其中五本是詹姆斯的插圖)”可知，James是一個(gè)非裔美國(guó)人。故選B。
6．答案：A
解析：細(xì)節(jié)理解題。根據(jù)第三段“The families participated in a series f five mnthly wrkshps, and the final event was a presentatin by James and an autgraph sessin with him. I believed this event wuld be a meaningful way t end the prgram, by having a famus illustratr f children’s literature cme and talk abut his wrk, especially because the families and I had read and respnded t several f his bks ver the curse f the five wrkshps.(這些家庭參加了一系列每月五個(gè)的研討會(huì)，最后的活動(dòng)是詹姆斯的演講和他的簽名會(huì)。我相信這次活動(dòng)將是結(jié)束這個(gè)項(xiàng)目的一個(gè)有意義的方式，讓一位著名的兒童文學(xué)插畫家來談?wù)勊淖髌罚貏e是因?yàn)槲液臀业募胰嗽谖鍌€(gè)研討會(huì)的過程中閱讀并回應(yīng)了他的幾本書)”可知，James在家庭掃盲計(jì)劃中，對(duì)家庭發(fā)表了講話。故選A。
7．答案：D
解析：推理判斷題。根據(jù)最后一段“James’s visit was infrmative and enlightening fr the families. A parent, Ashley, tld me that she sent a nte t her sn’s teacher abut having participated in the prgram and laned her sn’s autgraphed cpies f James’s bks fr the class t read. Lking back ver my career, this family-literacy prgram is ne f the accmplishments f which I am the prudest, and I am especially pleased that James was part f it.(詹姆斯的訪問對(duì)這些家庭來說是有益的和有啟發(fā)的。一位名叫阿什利的家長(zhǎng)告訴我，她給兒子的老師發(fā)了一張便條，告訴他自己參加了這個(gè)項(xiàng)目，并把兒子親筆簽名的詹姆斯的書借給了全班學(xué)生閱讀?；仡櫸业穆殬I(yè)生涯，這個(gè)家庭掃盲計(jì)劃是我最自豪的成就之一，我特別高興詹姆斯是其中的一員)”可推知，Ashley對(duì)James的態(tài)度是“欣賞的”。故選D。
8．答案：A
解析：推理判斷題。根據(jù)第一段中“The bys were left in the dark abut the experiment. (孩子們對(duì)實(shí)驗(yàn)一無所知。)”和第二段中“Hwever, the campers’ parents knew that their children were actually participating in a research study. (然而，營(yíng)員的父母知道他們的孩子實(shí)際上是在參與一項(xiàng)研究。)”可知，1954年實(shí)驗(yàn)中的營(yíng)員參加了一個(gè)象征性的夏令營(yíng)。故選A。
9．答案：D
解析：細(xì)節(jié)理解題。根據(jù)第四段“After a shrt perid f time, the bys became aware f the existence f the ther grup and began t speak negatively abut the ther grup. (過了很短的一段時(shí)間，男孩們開始意識(shí)到另一個(gè)群體的存在，并開始說另一個(gè)群體的壞話。)”可知，男孩對(duì)另一組的消極態(tài)度始于意識(shí)到另一個(gè)群體的存在。故選D。
10．答案：C
解析：細(xì)節(jié)理解題。根據(jù)最后一段“Next, Sherif and his wrkmates tried having the tw grups wrk n cmmn gals. Fr example, the camp’s water supply was cut ff purpsely by the researchers, and the Eagles and the Rattlers wrked tgether t fix the prblem. (接下來，謝里夫和他的同事們?cè)囍寖蓚€(gè)小組為共同的目標(biāo)而努力。例如，研究人員故意切斷了營(yíng)地的供水，老鷹隊(duì)和響尾蛇隊(duì)共同努力解決了這個(gè)問題。)”可知，營(yíng)地的供水被切斷了是為了讓兩組人為了一個(gè)共同的目標(biāo)而工作。故選C。
11．答案：D
解析：推理判斷題。根據(jù)倒數(shù)第三段“After a shrt perid f time, the bys became aware f the existence f the ther grup and began t speak negatively abut the ther grup. Then the researchers arranged a cmpetitive turnament between the grups, cnsisting f games such as baseball and tug-f-war and the relatinship between the tw grups quickly became tense. The campers rated their wn grup mre psitively than the rival (對(duì)立) grup. (過了很短的一段時(shí)間，男孩們開始意識(shí)到另一個(gè)群體的存在，并開始說另一個(gè)群體的壞話。然后，研究人員在兩組之間安排了一場(chǎng)競(jìng)爭(zhēng)性比賽，包括棒球和拔河等游戲，兩組之間的關(guān)系很快變得緊張起來。營(yíng)員們對(duì)自己那一組的評(píng)價(jià)比對(duì)手那一組更積極。)”可知，在這個(gè)實(shí)驗(yàn)過程中，兩個(gè)組的孩子們?cè)诘弥獙?duì)方存在的時(shí)候，就開始表現(xiàn)出敵意，后面的研究項(xiàng)目是看在什么情況下敵意會(huì)加劇，什么情況下敵意會(huì)被消除。故可推知，Sherif的實(shí)驗(yàn)可以得出結(jié)論：群體成員傾向于反對(duì)群體外成員。故選D。
12．答案：D
解析：推理判斷題。根據(jù)第一段內(nèi)容“Fr the histry f life n Earth, rganisms have relied n the light f the sun, mn, and stars t find their way and schedule their lives. While the beginning f electric lighting in the late 19th century may have benefited humans, it has caused prblems in the natural wrld. Amng the impacts f artificial light at night(ALAN), light pllutin lures migrating birds t cities with shcking cnsequences, cntributes t the alarming decline in insect ppulatins, and cnvinces sea turtle babies t amble(緩行)away frm the water instead f twards it.(在地球上生命的歷史中，生物一直依靠太陽、月亮和星星的光來找到自己的路，安排自己的生活。雖然19世紀(jì)末開始的電燈可能給人類帶來了好處，但它也給自然界帶來了問題。在夜間人造光(ALAN)的影響中，光污染將候鳥吸引到城市，帶來令人震驚的后果，導(dǎo)致昆蟲數(shù)量驚人的下降，并使海龜寶寶遠(yuǎn)離水而不是靠近水。)”可知，文章第一段介紹了始于 19 世末的人造光源對(duì)自然產(chǎn)生的不好的影響，結(jié)合第二段“Nw, a new study frm the University f Plymuth adds anther disappinting finding abut hw ALAN is affecting the creatures with whm we share the planet: Light pllutin frm castal cities can trick crals(珊瑚)int reprducing utside f the ptimum times when they wuld nrmally reprduce.(現(xiàn)在，普利茅斯大學(xué)的一項(xiàng)新研究增加了另一個(gè)令人失望的發(fā)現(xiàn)，即ALAN如何影響與我們共享地球的生物：沿海城市的光污染會(huì)誘使珊瑚在正常繁殖的最佳時(shí)間之外繁殖。)”講述文章主題是闡述人造光對(duì)于珊瑚的危害可推斷，第一段的目的是提出提供了背景信息。故選D。
13．答案：B
解析：詞句猜測(cè)題。分析句子可知，后面的定語從句“when they wuld nrmally reprduce(當(dāng)它們正常繁殖的時(shí)候)”修飾the ptimum time可知“the ptimum times”指的是“珊瑚正常的繁殖時(shí)間”，所以畫線詞與apprpriate“合適的，恰當(dāng)?shù)摹?。故選B。
14．答案：A
解析：細(xì)節(jié)理解題。根據(jù)文章倒數(shù)第二段中“The cmplete lss f crals is anticipated ver the next 100 years.( 預(yù)計(jì)珊瑚將在未來100年內(nèi)完全消失。)”可知，研究人員最大的擔(dān)心是珊瑚的滅絕。故選A。
15．答案：C
解析：主旨大意題。通讀全文特別是第二段“Nw, a new study frm the University f Plymuth adds anther disappinting finding abut hw ALAN is affecting the creatures with whm we share the planet: Light pllutin frm castal cities can trick crals(珊瑚)int reprducing utside f the ptimum times when they wuld nrmally reprduce.(現(xiàn)在，普利茅斯大學(xué)的一項(xiàng)新研究增加了另一個(gè)令人失望的發(fā)現(xiàn)，即ALAN如何影響與我們共享地球的生物：沿海城市的光污染會(huì)誘使珊瑚在正常繁殖的最佳時(shí)間之外繁殖。)”可知，本文主要介紹了海濱城市的照明對(duì)珊瑚的影響。這些照明產(chǎn)生的光會(huì)使珊瑚比不受光污染的珊瑚產(chǎn)卵早，從而對(duì)其產(chǎn)生不利影響，因此 C 項(xiàng)“海岸燈光誘使珊瑚提早產(chǎn)卵”為合適的標(biāo)題。故選C。
16．答案：①-⑤BGCDA
解析：①根據(jù)下文“One is a shift in the meaning f knwledge, and the ther is the need t build educatin systems based arund what we nw knw abut learning.”（一個(gè)是知識(shí)意義的轉(zhuǎn)變，另一個(gè)是建立基于我們現(xiàn)在對(duì)學(xué)習(xí)的了解的教育系統(tǒng)的需要。）可知，這里提出了兩種觀念，因而空處應(yīng)是對(duì)后文內(nèi)容的提示，闡述有兩種觀點(diǎn)。選項(xiàng)B“There are tw imprtant ideas that supprt this wrk.”（有兩個(gè)重要的觀點(diǎn),可以支持這項(xiàng)工作。）符合題意，故選B項(xiàng)。
②根據(jù)上文“The term “knwledge age” r “knwledge ecnmy” refers t a rerganizatin away frm an Industrial Age ecnmy, where explitatin (開采) f natural resurces, primary prductin and mass prductin were the standard mdels fr ecnmic develpment. ”（“知識(shí)時(shí)代”或“知識(shí)經(jīng)濟(jì)”一詞指的是工業(yè)時(shí)代經(jīng)濟(jì)的重組，在工業(yè)時(shí)代，自然資源的開發(fā)開采、初級(jí)生產(chǎn)和大規(guī)模生產(chǎn)是經(jīng)濟(jì)發(fā)展的標(biāo)準(zhǔn)模式。)提到了工業(yè)時(shí)代的情況。所以空處應(yīng)該承接前文，講述知識(shí)時(shí)代的情形。選項(xiàng)G“In the knwledge age, the ability t generate value is put in the first place.”（在知識(shí)時(shí)代，創(chuàng)造價(jià)值的能力被放在首位。）開始講述知識(shí)時(shí)代的情況，和前文的工業(yè)時(shí)代形成對(duì)比。下文“This is achieved thrugh the rapid creatin f new knwledge and has becme the basis fr ecnmic develpment. ”（這是通過快速創(chuàng)造新知識(shí)來實(shí)現(xiàn)的，并已成為經(jīng)濟(jì)發(fā)展的基礎(chǔ)。）中的This是知識(shí)時(shí)代的指代，故選G項(xiàng)。
③根據(jù)后文“Nr des it deny the need fr bvius gals fr students’ knwledge develpment.”（它也不否認(rèn)學(xué)生的知識(shí)發(fā)展需要明確的目標(biāo)。）可知本句用了否定詞置于句首的部分倒裝，結(jié)合nr一詞可知空處也要用否定，選項(xiàng)C“This des nt mean that knwledge n lnger matters.”這并不意味著知識(shí)不再重要。）與后文在句式和語義上的銜接順暢，符合題意。故選C項(xiàng)。
④根據(jù)前文“Research clearly shws that peple d nt learn well as passive recipients (接受者) f pre-packaged, bite-sized pieces f knwledge.”（研究清楚地表明，被動(dòng)接受預(yù)先包裝好的、零碎的知識(shí)不會(huì)讓人學(xué)得很好。）可知，此處作者提出了他不擅長(zhǎng)的“被動(dòng)灌輸”的學(xué)習(xí)的方式，因此，空處應(yīng)該是作者認(rèn)可的學(xué)習(xí)方式。選項(xiàng)D“Gd learning requires active engagement in the “whle game”.”（良好的學(xué)習(xí)需要積極參與“整個(gè)游戲”。），表明積極參與是有利于學(xué)習(xí)的，符合題意，故選D項(xiàng)。
⑤根據(jù)前文“Althugh sme f these principles are understd by many teachers, ur educatin systems and practices are ften set up in ways that d nt supprt these principles t perate in practice. Teachers and schl leaders are attempting paradigm (范式) shifts. ”（雖然其中一些原則被許多教師所理解，但我們的教育系統(tǒng)和實(shí)踐往往是以不支持這些原則在實(shí)踐中運(yùn)作的方式建立起來的。教師和學(xué)校領(lǐng)導(dǎo)正在嘗試范式轉(zhuǎn)變。）可知，許多教師理解的原則在實(shí)踐中并不被教育系統(tǒng)所支持，大大促使教師和學(xué)校領(lǐng)導(dǎo)要做出轉(zhuǎn)變。作為段落的結(jié)尾句，應(yīng)該提出對(duì)于教師和學(xué)校領(lǐng)導(dǎo)的轉(zhuǎn)變要有支持。選項(xiàng)A“There needs t be wider public supprt fr them.”（他們需要得到更廣泛的公眾支持。）中的“them”指代前文的“teachers and schl leaders”，符合題意，故選A項(xiàng)。
17．答案：B
解析：考查動(dòng)詞短語及語境理解。A. bring ut產(chǎn) 生;B. pass ut分配;分發(fā); C. take ut拿出; D. pick ut 挑選出。根據(jù)上文"I vlunteered t wrk at the water statin at a 10,000 m race"和下文"see all the different kinds f peple wh passed by and grabbed a cup f water"可知，作者是給運(yùn)動(dòng)員分配水的。故選B。
18．答案：A
解析：考查形容詞及語境理解。A.excited激動(dòng)的; B.wrried擔(dān)心的;C.cncerned不安的; D.anxius焦慮的。從后面的句子"t see all the different kinds f peple wh passed by"并結(jié)合常識(shí)可知，看到運(yùn)動(dòng)員通過應(yīng)該是興奮的。故選 A。
19．答案：C
解析：考查動(dòng)詞及語境理解。A.gave給;B.made 使; C.signed簽;在……上簽名;簽訂; D.dressed給……穿衣服。根據(jù)上文"I saw s many types f peple ding it. I thught maybe I culd d it t!"可知，作者看到各種類型的人參 加跑步，認(rèn)為自己也能做得到，于是第二年也報(bào)名 參加比賽。sign up fr"報(bào)名參加"。故選C。
20．答案：A
解析：考查固定短語及語境理解。A. At times有時(shí);B. In time及時(shí);C. In all總共，共計(jì);D. After all畢竟，根本。根據(jù)上文"I jgged, I walked, I jgged and I walked."可知，作者跑跑停停，有時(shí) 候懷疑自己是否能夠完成比賽，故選A。
21．答案：C
解析：考查名詞及語境理解。A.victry勝利; B.decisin決定;C.mment時(shí)刻;D.cnclusin 結(jié)論。根據(jù)下文"I learned smething abut myself in that mment."以及下文的發(fā)生的故事可 知，此處說的是決定作者完成比賽的時(shí)刻到來了， 故選C。
22．答案：A
解析：考查形容詞及語境理解。A.embarrassed尷 尬的;B.annyed生氣的;C.mved感動(dòng)的; D.thrilled興奮的，激動(dòng)的。根據(jù)下文"because I was 50 years yunger than he but I culdn't even keep up with him"可知，作者比老人年輕50 歲，但卻趕不上他，感到尷尬。故選A。
23．答案：A
解析：考查動(dòng)詞及語境理解。A.realized意識(shí)到; B.lst失去;C.nticed注意到;D.remembered記 得。根據(jù)下文"He was running his race and I was running mine. He had _____ abilities, experience, training and gals fr himself. I had mine,"可知，這是作者意 識(shí)到的事情。故選A。
24．答案：D
解析：考查形容詞及語境理解。A.special特別的; B.evident明顯的;C.cmmn共同的;D.different 不同的。根據(jù)上句"He was running his race and I was running mine."可知，作者認(rèn)為他與老人走的 道路是不一樣的，有不同的能力，經(jīng)歷，訓(xùn)練和目標(biāo)。故選D。
25．答案：B
解析：考查動(dòng)詞及語境理解。A.wrried擔(dān)心，B.hit 撞擊;C.reached到達(dá);D.hurt傷害。根據(jù)"this was a lessn I culd draw frm. I learned smething abut myself in that mment."可知， 作者突然想到這是自己可以吸取的教訓(xùn)。it hits sb 表示某人突然想到。故選B。
26．答案：C
解析：考查名詞及語境理解。A.attractin吸引; B.devtin投入;C.inspiratin鼓舞;靈感; D.expectatin期望。根據(jù)下文"Turn them int mtivatin and let them inspire yu."可知，作者 把自己的尷尬轉(zhuǎn)變?yōu)楣奈?。故選C。
27．答案：D
解析：考查副詞及語境理解。A.slightly輕微地; B.hardly幾乎不;C.clearly清楚地;D.prperly適當(dāng)?shù)?。根?jù)文章最后一段提到"With the prper preparatin and training"可知，此處說的是適當(dāng) 地訓(xùn)練和準(zhǔn)備。故選D。
28．答案：B
解析：考查名詞及語境理解。A.excitement興奮; B.accmplishment成就;C.mvement運(yùn)動(dòng); D.judgement判斷。根據(jù)上文"As I crssed the finish line"可知，作者最終沖過了終點(diǎn)，這是作者取得的成就，故選B。
29．答案：D
解析：考查動(dòng)詞及語境理解。A.intrduce介紹; B.relate聯(lián)系;C.present呈現(xiàn);D.cmpare比較。 根據(jù)上文"At ne pint near the end, a 70-year-ld man ran past me, very, very fast, and I felt ______ because I was 50 years yunger than he but I culdn't even keep up with him."可推斷，此處作者說的是我們時(shí)常會(huì)把 自己與別人做比較。cmpare sb. t sb."把……和……相比"。故選D。
30．答案：A
解析：考查動(dòng)詞及語境理解。A.weaken削弱; B.wund使……受傷;C.amuse使開心;D.cheer 鼓舞;喝彩。根據(jù)下文"Turn them int mtivatin and let them inspire yu."可知，不要讓這些比較的時(shí)刻削弱你，而是把它們變成動(dòng)力，讓它們鼓舞你。故選A。
31．答案：C
解析：考查動(dòng)詞及語境理解。A.reserve預(yù)訂;預(yù)留;B.deliver遞送; C.achieve完成;達(dá)到; D.abandn放棄。根據(jù)前文"With the prper preparatin and training, yu can imprve yur result"和后文"anything yu want in life"可推斷， 你可以通過適當(dāng)?shù)臏?zhǔn)備和訓(xùn)練，改善結(jié)果，達(dá)到你 想要的。故選C。
32．答案：①clsely②is lcated③a④in⑤t cmbine⑥themed⑦sectins⑧reflecting⑨digital⑩which
解析：①考查副詞。句意：將展出約6000件與北京和古運(yùn)河密切相關(guān)的展品。空處需要副詞修后面的動(dòng)詞。故填clsely。
②考查固定搭配以及時(shí)態(tài)。句意：“北京大運(yùn)河博物館，也被稱為首都博物館東分館，位于北京市行政中心，總建筑面積為99700平方米，”首都博物館負(fù)責(zé)博物館藏品的馮浩說。be lcated in“坐落于……”。本句話描述一般事實(shí)，所以用一般現(xiàn)在時(shí)態(tài)，主語為單數(shù)。故填is lcated。
③考查冠詞。句意：“北京大運(yùn)河博物館，也被稱為首都博物館東分館，位于北京市行政中心，總建筑面積為99700平方米，”首都博物館負(fù)責(zé)博物館藏品的馮浩說。a ttal f“總計(jì)，總數(shù)為……”。故填a。
④考查介詞。句意：“北京大運(yùn)河博物館，也被稱為首都博物館東分館，位于北京市行政中心，總建筑面積為99700平方米，”首都博物館負(fù)責(zé)博物館藏品的馮浩說。in charge f“負(fù)責(zé)”。故填in。
⑤考查動(dòng)詞不定式。句意：新博物館每天可接待6000名游客，其設(shè)計(jì)結(jié)合了船只、帆船和水元素，展示了大運(yùn)河的文化。be designed t d sth.“被設(shè)計(jì)來做某事”。故填t cmbine。
⑥考查形容詞。句意：展區(qū)分為基本展區(qū)、主題展區(qū)、開放展區(qū)和臨時(shí)展區(qū)?？仗幮枰稳菰~和“basic, pen, temprary”作并列的定語修飾后面的名詞。themed為形容詞“特定主題的”。故填themed。
⑦考查可數(shù)名詞的復(fù)數(shù)。句意：展區(qū)分為基本展區(qū)、主題展區(qū)、開放展區(qū)和臨時(shí)展區(qū)。sectin“部分”為可數(shù)名詞，根據(jù)上文內(nèi)容可知有多個(gè)展區(qū)，名詞應(yīng)用復(fù)數(shù)形式。故填sectins。
⑧考查非謂語動(dòng)詞。句意：“游客可以通過數(shù)字技術(shù)在開放展區(qū)享受反映北京和大運(yùn)河主題的互動(dòng)體驗(yàn)，”馮說。分析句子結(jié)構(gòu)可知，空處需要非謂語動(dòng)詞作定語。該動(dòng)詞和被修飾的名詞an interactive experience之間為主動(dòng)關(guān)系，所以用現(xiàn)在分詞作定語。故填reflecting。
⑨考查形容詞。句意：“游客可以通過數(shù)字技術(shù)在開放展區(qū)享受反映北京和大運(yùn)河主題的互動(dòng)體驗(yàn)，”馮說?？仗幮枰稳菰~修飾后面的名詞作定語。故填digital。
⑩考查定語從句。句意：大運(yùn)河連接中國(guó)東部浙江省的北京和杭州，有著2500多年的歷史，是中國(guó)古代重要的交通路線。分析句子結(jié)構(gòu)可知，空處引導(dǎo)非限定性定語從句，修飾先行詞the Grand Canal。先行詞指物，在定語從句中作主語，所以用關(guān)系副詞which引導(dǎo)該從句。故填which。
33．答案：Dear Paul,
Hw are yu? I’m excited t receive yur last email and learn abut yur passin fr Chinese idims.
Chinese idims are an essential part f the Chinese language, histry and culture. Behind each f them there is a stry, which implies imprtant lessns abut life. There are a lt f texts, images and vides n the Internet abut them, frm which yu can learn a great deal. It’s als beneficial t search fr sentences cntaining the idims yu are learning.
I believe yur knwledge abut China will be enriched thrugh yur explratin f Chinese idims. Hpefully, we can share ur ideas abut them.
Yurs,
Li Hua
解析：1.詞匯積累
興奮的：excited→thrilled
重要的：essential→vital
許多：a lt f→a number f
激情：passin→flame
2.句式拓展
簡(jiǎn)單句變復(fù)合句
原句：Hpefully, we can share ur ideas abut them.
拓展句：Hpefully, we can share ur ideas abut them, which will deepen yur understanding f these idims.
【高分句型1】Behind each f them there is a stry, which implies imprtant lessns abut life. （運(yùn)用了which引導(dǎo)的非限定性定語從句）
【高分句型2】There are a lt f texts, images and vides n the Internet abut them, frm which yu can learn a great deal.（運(yùn)用了介詞+which引導(dǎo)的非限定性定語從句）
34．答案：
Thughts started running thrugh my mind. I needed t start CPR. But I culdn’t d CPR n a persn wh was sitting in a car. Did I remember hw t d CPR? There was n way fr us tw wmen t lift this guy and carry him thrugh this traffic t the side f the rad. By the time an ambulance arrived, he wuld be dead. Just then, ver my shulder, I nticed a black SUV had pulled up behind us.
In an instant, the man frm the black SUV was standing beside me and said. “I am a dctr” I stepped back. He cnfirmed that the man indeed had n pulse. He quickly carried the uncnscius driver t the sidewalk with the help f the wman. I walked arund t the passenger windw t check n the elderly lady. Her hands were shaking wildly, tears in her eyes. She culd nly manage t whisper, “Will he be OK?” “I hpe s,” I tld her sftly, as the dctr began CPR. And his breath recvered!
解析：本文由人物線索展開，講述了作者注意到一輛朝他駛來的小汽車，司機(jī)已經(jīng)失去了意識(shí)，情況十分危急，后來，他與路人齊心協(xié)力把車子停了下來，可是車主沒有呼吸脈搏，情況危急之時(shí)，一輛黑色越野車停了下來，出來了一位醫(yī)生，最終救下了這位老人。
1.段落續(xù)寫:
①由第一段首句內(nèi)容“各種想法開始在我腦海里閃過。”可知，接下來要描述作者關(guān)于如何救這位司機(jī)的各種各樣的想法，以及對(duì)于下文黑色越野車的提及。
②由第二段首句內(nèi)容“剎那間，黑色越野車?yán)锏娜苏驹谖疑磉呎f。我是醫(yī)生?！笨芍酉聛砜擅鑼戇@位醫(yī)生是如何操作，并最終救下這位司機(jī)的，以及眾人的反應(yīng)和情緒。
2.續(xù)寫線索:我腦海中想到各種方法—無力實(shí)施救援—注意到了一輛黑色越野車—下來一位醫(yī)生—司機(jī)的老婆焦急的情緒—最終救下了司機(jī)。
3.詞匯激活
行為類
①.舉起: lift / raise / hld up
②.退后:step back / keep back/ draw back
③.檢查: check / examine/inspect
情緒類
①.悲傷:tears in her eyes/ sad/ srrwful
②.柔和: sftly/gently
[高分句型1].He cnfirmed that the man indeed had n pulse.(運(yùn)用了that引導(dǎo)的賓語從句)
[高分句型2]. I walked arund t the passenger windw t check n the elderly lady. (運(yùn)用了不定式作目的狀語)

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