卷Ⅰ（選擇題 共95分）
第一部分 聽力（共兩節(jié)，滿分30分）【余海芹老師】
做題時，先將答案標在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時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段對話。每段對話后有一個小題, 從題中所給的A、B、C三個選項中選出最佳選項。聽完每段對話后, 你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。
1. Where des the cnversatin prbably take place?
A. In a hspital. B. In a factry. C. In a htel.
2. When will the speakers arrive at the airprt prbably?
A. At 3: 30. B. At 4: 30. C. At 5: 30.
3. What suggestin des the wman give t the man?
A. Aviding wrking at night.
B. Getting all the parts frm Japan.
C. Buying a new washing machine.
4. What are the speakers talking abut?
A. Hw t get t New Yrk.
B. Hw t enter fr a curse.
C. Hw t get a driving licence.
5. What kept the wman awake last night?
A. The heat. B. The repair wrk.C. The strm.
第二節(jié)（共15小題；每小題1.5分，滿分22.5分）
聽下面5段對話或獨白。每段對話或獨白后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標在試卷的相應(yīng)位置。聽每段對話或獨白前，你將有時間閱讀各個小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時間，每段對話或獨白讀兩遍。
聽下面一段對話，回答第6、7題。
6. Why des the wman talk t the man?
A. T cancel their plan. B. T make an invitatin.C. T ask fr infrmatin.
7. What des the man decide t d this evening?
A. See a band shw. B. Buy tickets nline. C. Accmpany his parents.
聽下面一段對話，回答第8、9題。
8. Hw is the huse usually heated?
A. By cal. B. By electricity. C. By wd.
9. What will the wman d next?
A. Make a phne call. B. Buy a heater. C. Ck supper.
聽下面一段對話，回答第10至13題。
10. What is the relatinship between the speakers?
A. Neighburs. B. Clleagues. C. Husband and wife.
11. What did the man d this afternn?
A. He did his wrk. B. He tk sme exercise. C. He fixed his cmputer.
12. What des the wman want the man t d?
A. G ut smewhere.
B. Help her with the paper.
C. Stp playing a musical instrument.
13. Hw des the man feel abut the wman’s request?
A. Astnished.B. Embarrassed. C. Angry.
聽下面一段對話，回答第14至17題。
14. What’s the cnversatin mainly abut?
A. Fighting fire. B. Detecting fire. C. Preventing fire.
15. What can we knw frm the cnversatin?
A. Australia lst 4% f its trees.
B. The system is used in America.
C. The system will use heat cameras.
16. What size f fire can the new system discver?
A. The size f a car. B. The size f a plane. C. The size f a ftball field.
17. What is the wman’s cncern besides trees?
A. Prtecting humans. B. Purifying the air.C. Saving animals.
聽下面一段獨白，回答第18至20題。
18. What is the speaker ding?
A. Teaching a class. B. Reprting a study. C. Chairing a meeting.
19. What is the mst imprtant part f taking ntes?
A. Reading. B. Listening.C. Writing.
20. What is ne f the advantages f using symbls?
A. It keeps infrmatin secret.
B. It leaves space fr future use.
C. It makes key wrds nticeable.
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, 從每題所給的四個選項（A、B、C和D）中, 選出最佳選項, 并在答題卡上將該項涂黑。
A
ABOUT SMART
SMART runs bth study turs fr grups in England thrughut the year and a hliday English curse fr freign students during the summer in the centre f Lndn. Our curses cmbine English language learning with cultural studies in different centres arund England. Our students have plenty f hliday fun, make new friends and learn a lt f English!
The hliday curse
We prvide lessns and afternn activities t help yu speak, write, listen and read in English, as well as understand the English peple and their culture. We will help yu learn thrugh tpics which are interesting t yu.
The schl
The Elite Schl is in central Lndn, just 5 minutes frm Paddingtn Statin and 10 minutes frm Hyde Park. It has 15 classrms including an IT rm, a science lab, a music rm, and an art rm as well as a large cafeteria.
Travelling time frm Heathrw Airprt: 45 minutes
Trips
There are three trips every week. Yu can have fun either in Lndn r utside Lndn. In Lndn we visit places such as the Twer f Lndn, Buckingham Palace and the Tate Mdern. Outside Lndn we visit places such us Oxfrd, Cambridge and Brightn.
Terms
Age: 11-17
Minimum stay: 2 weeks
Maximum number f students in class: 15
Cst￡550 per week, including:
— registratin fee (C60)
—tuitin package: 15 hurs f English; 1 half day f creative arts; 1 full-day trip n Saturday; all curse materials; 1 half day f sprt; 2 “Discver Lndn” turs; lunch; welcme pack
—hst family accmmdatin
21. Which f the fllwing is prvided by the hliday curse?
A. A culture-based language study.
B. Free access t 15 classrms.
C. Pick-up service frm the airprt.
D. Learning experiences in famus clleges.
22. Hw much will a student attending SMART hliday curse pay at least?
A. ￡550. B. ￡610. C. ￡1100. D. ￡1160.
23. What is the text?
A. A tur guide. B. An advertisement.
C. A jurnal entry. D. A study reprt
B
US Army veteran (退伍老兵) Mazyck remembers when dctrs tld her she wuld never walk again. She’d been paralyzed frm the waist dwn after a serius accident while parachuting in 2003. The dctrs never said anything abut flating, thugh. In 2021, she gt t d just that.
Mazyck was ne f 12 participants in a Zer G flight, rganized by the grup AstrAccess. This type f flight recreates the weightlessness that astrnauts experience withut ging all the way t space. Flying ver the Pacific Ocean ff Suthern Califrnia, the mdified 747 jet airplane made 15 steep dives and climbs, allwing the flyers multiple perids f weightlessness.
The experience left Mazyck feeling jyful. “The flight was smething that I wuld have never in my wildest dreams thugh I wuld’ve experienced,” she says, “especially the flating, the weightlessness.”
Traditinally, strict physical requirements have prevented disabled peple frm becming astrnauts. AstrAccess is wrking t make space accessible t all. “Space remves the barriers between peple; nw is the time t remve the barriers t space itself,” says Mazyck, “It is sending a message t peple wh have histrically been excluded frm STEM that nt nly is there rm fr yu in space, there is a need fr yu.”
During the flight, she says, the participants did experiments and made bservatins. They tk nte f things that peple withut certain disabilities might nt realize are issues. Fr example, peple wh culdn’t grip with their legs needed anther way t hld themselves still while weightless. The grup als experimented with signaling lights fr the deaf and with ways f using braille (盲文) fr the blind.
These types f issues are easy enugh t address. Nw is the time t make space accessible—befre space turism r space settlements becme cmmnplace. “I am s prud and elated abut what’s happening here,” Mazyck adds. “We are paving the way fr the future.”
What d we knw abut AstrAccess?
It redesigns jet airplanes.
B. It ffers weightlessness experience.
C. It prvides physical treatment.
D. It trains the disabled t be astrnauts.
25. What is required in the flights fr the participants?
A. Astrnaut experience. B. Steep dives and climbs.
C. Weightlessness perids. D. Trials and bservatins.
26. Which f the fllwing wrds can best describe Mazyck?
A. Curageus and ptimistic. B. Caring and persistent.
C. Generus and determined. D. Ambitius and innvative.
Which f the fllwing can be the best title f the passage?
A. Paving the Way fr the Future B. Disabled Americans Make It t Space
C. Making Space a Place fr Everyne D. US Veterans Experience Zer G Flight
C
When instant cake mixes first appeared in the 1950s, American husewives were dubtful. These mixes, prmising easy cake-baking, felt t easy. The manufacturers discvered that requiring the additin f an egg in the baking prcess was just enugh t make the husewives happy with their wrk. The greater sense f effrt gained frm a little extra labr is believed t have been essential t the later success f the cake mix.
This reflects the IKEA effect (宜家效應(yīng)), which is identified by psychlgist Michael I, Nrtn and his clleagues, suggesting we place greater value n things we have wrked t create. They cnducted fur studies in which they asked participants t fld paper cranes and frgs, assemble IKEA bxes, and build sets f Legs. They then asked the builders t bid fr their creatins, and cmpared the prices with bids frm peple wh hadn’t built them. The builders cnsistently utbid the nn-builders.
Interestingly, the IKEA effect wrks even when peple have n pprtunity t fully persnalize their creatins. While mst participants’ flding skills left much t be desired, they lved their imperfectly persnalized prducts all the mre. Builders valued their wrinkled crane-like creatins nearly five times as much as nn-builders. Beauty, it seems, is in the eye f the builder.
Tday, as cities are suffering frm severe husing crises, the IKEA effect can give us insight int the well-being benefits f a self-building apprach t husing develpment. Prjects like WikiHuse and the “half-a-huse” apprach pineered by Alejandr Aravena’s architecture cmpany Elemental are wrking t make husing mre affrdable and sustainable by making it easier fr peple t build and persnalize their wn hmes.
“The mment peple are invlved with their built envirnment, they have a ttally different relatinship t it,” WikiHuse c-funder Alastair Parvin explained. “When the rf starts leaking r a dr starts creaking, they have the pwer t fix it themselves. ”
28. What brught custmers the jy f cake-baking accrding t paragraph 1?
A. A better taste. B. An easy apprach.
C. A detailed recipe. D. An additinal effrt.
29. What des the underlined sentence in paragraph 3 imply?
A. Creatins are based n skills.
B. Extra labr increases perceived value.
C. Beauty is fund thrugh cntrast.
D. Strict management brings gd quality.
30. What is Alastair Parvin’s attitude twards public invlvement in husing?
A. Critical. B. Objective. C. Dubtful. D. Supprtive.
31. What’s the purpse f this text?
A. T prmte a brand.B. T make a prpsal.
C. T explain a cncept.D. T intrduce a study.
D
In a wrld f music streaming services, access t almst any sng is just a few clicks away. Yet, the live perfrmance lives n. Peple still fill sweaty basements, muddy fields and gilded cncert halls t hear their favurite musicians play. And nw neurscientists might knw why—live music engages the brain’s emtin centres mre than its recrded cunterpart.
Cncerts are immersive scial experiences in which peple listen t and feel the music tgether thrugh crescends, key changes and rhythmic drps. Mrever, they are dynamic—artists can adapt their playing accrding t the crwd’s reactin.
It was this last difference that led neurscientists, based at the Universities f Zurich and Osl, t study the brain respnses f peple listening t music. In the “l(fā)ive” experiment, participants lay in an MRI scanner listening t the music thrugh earphnes, while a pianist was psitined utside the rm. The pianist was shwn the participant’s real-time brain activity as a frm f feedback. In the recrded cnditin, participants listened t pre-recrded versins f the same tunes.
The scientists were interested in hw live music affected the areas f the brain respnsible fr prcessing emtins, particularly the amygdala, an area deep inside the brain. The results, just published in the jurnal PNAS, revealed that live music had a significantly greater emtinal impact. Whether the music cnveyed happiness r sadness, dynamic live perfrmances led t increased activity nt nly in the amygdala but als ther parts f the brain’s emtin prcessing netwrk. The researchers als fund that participants’ brain activity tracked the acustic (聲學的)features f the music, like temp and pitch, far mre clsely when it was played live.
While the study didn’t fully recreate the live cncert experience, the findings suggest that artists’ ability t adjust their perfrmance in real time cntributes t the emtinal resnance (共鳴) f live music. Sme musical acts nw attempt t recreate live cncerts, such as ABBA Vyage, an immersive pre-recrded VR cncert, but withut artists’ capacity t read audience’s md and respnd accrdingly, it will never quite match the real thing.
Why d peple attend live shws despite music streaming services?
A. Because they prefer being with friends at a cncert.
B. Because they enjy the prcess f finding ppular music.
C. Because they intend t meet their favrite musicians in persn.
D. Because they value the emtinal cnnectin live music brings.
33. The rle f the pianist play in the “l(fā)ive” experiment is t _______.
A. bserve and cmment n the participants’ brain activity
B. cmpare the effectiveness f live perfrmances and recrded nes
C. prvide live accmpaniment t participants inside the MRI scanner
D. demnstrate their ability t read and respnd t the audience’s md
34. What did the study published in PNAS find abut the impact f live music n the brain?
A. Live music affected nly the amygdala f the brain.
B. The brain respnded mre intensely t acustic features f live music.
C. Live music had a reduced emtinal impact cmpared t recrded music.
D. The participants’ brain activity was especially sensitive t dynamic music.
35. What des the authr suggest by mentining ABBA Vyage in the last paragraph?
A. It fails t create a perfect perfrming atmsphere.
B. It matches the sund quality f live perfrmances.
C. It greatly stirs up the audience’s emtinal respnse.
D. It lacks artists’ respnse based n audience’s feedback.
第二節(jié) (共5小題；每小題2.5分，滿分12.5分)
根據(jù)短文內(nèi)容，從短文后的選項中選出能填入空白處的最佳選項。選項中有兩項為多余選項。
Children lve getting dirty. 36 But getting muddy culd have a pwerful effect n their wellbeing, t.
“Dn’t get dirty!” was nce a cnstant family warning, as parents despairingly watched their children spil their best clthes. Whether they were running thrugh farmers’ fields, climbing trees r catching tadples, it was inevitable that children's whites wuld turn brwn befre the day was ver.
Tday, many parents may secretly wish their children had the chance t pick up a bit f dirt. With the rise f urbanism, and the temptatin f vide games and scial media, cntact with nature is much rarer than in the past. 37
What is gained in laundry bills may be lst in the child’s wellbeing. Accrding t recent research, the dirt utside is teaming with friendly micrrganisms. 38
Many f the psychlgical benefits f utdr play are already well established. Natural scenes prvide the perfect level f stimulatin, which is thught t help recharge the brain when it is tired and easily distractible. Supprting this thery, ne study frm 2009 fund that children with ADHD (多動癥) were better able t cncentrate fllwing a 20-minute walk in the park, cmpared t a 20-minute walk n the streets f a well-kept urban area. 37 The authrs recmmended using such “dses f nature” as a safe and accessible way f supprting children with ADHD, alngside ther tls.
40 Fr example, the act f mudding and kneading materials like mud r sand can help children develp the way their senses and mvement interact, knwn as sensrimtr develpment. This allws the child t gradually understand his r her bdily signals.
Fr many, there is simply n pprtunity t get muddy.
B. Being clse t grass and trees seemed t have had a beneficial effect n their minds.
C. Besides these restrative effects, utdr play can ffer valuable learning experiences.
D. As fr the child’s physical health, the mst bvius advantage f utdr play may be the exercise.
E. Peple wh grw up n farms are less likely t develp asthma, allergies, r t-immune
disrders.
They are drawn t puddles like muddy magnets, with n regard fr ftwear r the clr
f their clthing.
G. They can train the immune system and build resilience t a range f illnesses, including allergies and asthma.
第三部分 語言運用（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四個選項中選出可以填入空白處的最佳選項。
When I suggested my 13-year-ld try tennis, she quickly sht me dwn. “I’m nt 41 , s stp trying t get me t d sprts,” Julianna said. I suggested it because sme f my recent happiest memries were f playing ping-png with her. Tennis seemed like a natural prgressin frm ping-png and a great way t 42 sme f her grwing teen wrries n a larger playing field. But my suggestin was always met with 43 .
Still, I was nt discuraged. I was cnvinced that 44 sme physical energy wuld help Julianna. I’ve seen hw sprts help deal with stress. It 45 fr me when I was a teenage girl.
Midway thrugh summer, we stayed at hme ne afternn, really bred. “D yu want t play tennis?” I asked. “Sure,” she said. Arriving at the 46 , we set dwn ur bags, picked up ur rackets (球拍), and 47 twards ur sides f the curt. The net felt like the visual representatin f a grwing 48 between us — I desiring a cnnectin and my teenage daughter lnging fr independence.
I started by hitting a ball ver the net, and Julianna tk a big swing and 49 . We repeated this several mre times. I resisted the 50 t tell her she was 51 the racket t clse t the neck r t step mre int her frehand. We just repeated the 52 f me hitting the ball and her missing it a few times befre she finally gt it back ver the net. “This is fun,” she said with a mixture f surprise and jy and then she smiled 53 .
Nw we always find time t play tennis. We’re bth eager fr an activity that can 54 tensins between us in daily life. It’s nice t have a place where bth f us can release ur 55 feelings and let them g.
A. mindfulB. incredibleC. refreshedD. sprty
42. A. wrk utB. knck ut C. figure utD. leave ut
43. A. agreementB. insightC. islatinD. resistance
44. A. identifyingB. releasingC. reprducingD. nurturing
45. A. emergedB. shneC. wrkedD. interfered
45. A. curtB. parking C. surceD. milestne
47. A. draggedB. turnedC. headedD. inched
48. A. hateB. divideC. affectinD. bjective
49. A. acquiredB. fellC. grabbedD. missed
50. A. imaginatinB. alternativeC. appealD. urge
51. A. scratchingB. hldingC. remvingD. charging
52. A. patternB. illustratinC. measurementD. frequency
53. A. desperatelyB. disappintedlyC. widelyD. specifically
54. A. fuelB. targetC. easeD. transmit
55. A. negative B. relevantC. prspectiveD. persnalized
卷Ⅱ（非選擇題 共55分）
第二節(jié)（共10小題；每小題1.5分，滿分15分）
閱讀下面材料，在空白處填入適當?shù)膬?nèi)容（1個單詞）或括號內(nèi)單詞的正確形式。請將答案填寫在答題卡指定位置。
It is believed that Chinese kntting, als knwn as zhnggujie, riginated fr recrding infrmatin and exchanging messages 56 writing was invented. Over the past thusands f years, knts 57 (play) an imprtant part in the life f Chinese. 58 (initial), Chinese knts acted as gd-luck charms t drive away evil spirits. Tday, Chinese knts are widely used t decrate hmes during festivities.
A majr characteristic f Chinese knts is that they are ften tied frm a single cntinuus length f string. The knts are cmmnly named 59 the shape it takes. Chinese knts are created in a 60 (varius) f clrs such as gld, green, blue, r black, thugh the mst cmmnly used clr is red, 61 symblizes gd luck and prsperity.
Crafting the Chinese knt is a three-step prcess 62 (invlve) tying knts, tightening them and adding the finishing tuches. The knts 63 (pull) tightly tgether and are strng enugh t be used fr binding r wrapping, making them very practical.
Tday, mst f such knts are ften mass manufactured in factries. Skilled knt artists weave cmplex knts that yu might see 65 (sell) as suvenirs that yu can take back with yu. If yu have time, why nt try yur hand at it? Perhaps these age-ld charms can add 66 tuch f gd luck t yur daily life?
第四部分 寫作（共兩節(jié)，滿分40分）
第一節(jié)（滿分15分）
假定你是李華，學校正通過校英文報向同學們征集暑期學生社會實踐活動的建議。請你寫一篇短文投稿，內(nèi)容包括：
1. 活動建議；
2. 活動意義；
3. 你的期待。
注意：80字左右；
__________________________________________________________________________________________________________________________________________________________
第二節(jié) 讀后續(xù)寫（滿分25分）【楊薇老師】
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。
When I was seven years ld, my family mved frm Mexic t America. In Mexic, I was a cheerful girl wh lved making peple laugh with my jkes and inventing fun games t play with my friends. Hwever, when I arrived in America, I fund it hard t fit in, and I became quieter.
We lived in a small huse with a mdest yard where we grew vegetables—my respnsibility. While I tk pride in watching them grw, there were times when I dreamed f having a beautiful garden like my schlmate Luella’s, with its delicate tulips (郁金香). Althugh Luella lived in the same neighbrhd as me, we barely knew each ther.
It was after a trnad that Luella and I finally became clse friends.
The trnad struck n a Sunday afternn.The gentle breeze transfrmed int a strng wind, and thick gray cluds filled the sky. Gradually, the trnad tk shape, starting as a thin rpe and grwing int a large black funnel (漏斗). My entire family gathered in the bathrm, seeking shelter frm the strm. Terrified, I sat clse t my mm, knees in my chest. After the strm had passed, ur wrries and fears were replaced by relief that we were unharmed and that ur huse had remained undamaged.
As I stepped utside, I witnessed the extent f the damage the trnad had caused t ur neighbrhd. Acrss the street, a tall tree had fallen, crushing Luella’s garden in frnt f her yellw huse. We hurried ver t check n it. Frtunately, her family seemed t be away at the time, and n ne was injured. Hwever, her nce-beautiful garden was in ruins, with the fallen tree destrying the tulips and debris (碎片) spread everywhere. I culd nly imagine hw heartbrken they must feel seeing this.
Then my mm’s usual wrds rang in my ear, “It is mre blessed t give than t receive,” and my family started t think abut hw we culd help.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請按如下格式在答題卡的相應(yīng)位置作答。
Just at that mment, Luella’s family returned in their car.


Even after the debris was cleared, I culd still sense Luella’s srrw fr her lst garden.


英語答案
聽力
1—5 ABCCA 6—10 BBACA 11—15 BCABC 16—20 ACABC
閱讀
21—23 ACB 24—27 BDAC 28—31 DBDC 32—35 DCBD 36—40 FAGBC
完形填空
41--45 DADBC 46--50 ACBDD 51--55 BACCA
語法填空
56. befre57. have played58. Initially 59. after60. variety
61. which 62. invlving 63. are pulled 64. sld 65. a
第四部分 寫作
第一節(jié)
One pssible versin:
Scial practice activities ffer high schl students chances t strengthen their sense f scial respnsibility. Here I wuld like t prpse an activity called “Get Yur Hands Dirty in Hiking”, in which students shuld cmbine hiking with cleaning up trails.
T get immersed in the beauty f nature, students can frm grups t g hiking during the hlidays, which can nt nly prmte their physical health but als help alleviate study stress. In additin, in this activity, students are encuraged t bring recycled bags t pick up trash alng the hiking trails. This ec-friendly hike will definitely raise students’ awareness f envirnment cnservatin, further strengthening their sense f duty as essential members f sciety.
I eagerly anticipate this initiative becming a wrkable prgram. It is thrugh these hands-n experiences that we students can be inspired t make a difference in nature and beynd.
第二節(jié)
Pssible versin
Just at that mment, Luella’s family returned in their car. Empathy surged within me as I saw the shck and disbelief n their faces. I culdn’t help but apprach Luella, tightly hlding her hands and saying, “I’m s srry fr yur lss, but thankfully yu’re all right.” She weakly ndded at me, still appearing puzzled by the devastating sight. My family vlunteered t help hers clean up the mess, cutting dwn the branches and remving the fallen trees frm the yard. T uplift Luella’s spirits and bring her cmfrt, I tried my best t cheer her up while tidying the garden with her, during which my wn jyful persnality seemed t revive a bit.
Even after the debris was cleared, I culd still sense Luella’s srrw fr her lst garden. My heart went ut t her, knwing hw much she had cherished thse tulips that she had devted s much energy t. Yet nw, they were all gne. Determined t restre the beauty that nce thrived, I suggested that we rebuild the garden. Luella agreed delightedly. With each bulb carefully planted and watered, the new tulip seedlings nce again filled the garden, which symblized the spruting f a new friendship between us, as well as the turning that I finally gt embraced by this new envirnment. My mm was right: it’s mre blessed t give than t receive because when yu give. Yu may receive smething unexpected in return.
聽力原文
Text 1
M: Excuse me, madam. Visitrs are nt allwed here. This is the perating rm.
W: I’m srry. I must have gt ff the lift n the wrng flr.
M: Yu can g t the third flr if yu want t see the patients. (1)
Text 2
M: It’s already 2: 30. Shuld we set ff fr the airprt nw?
W: The plane wn’t take ff till 5: 30. The airprt is nly a ne-hur drive frm here, s let’s set ff at 3: 30. (2)
Text 3
M: My washing machine is mre than 10 years ld and it has wrked just fine until last night.
W: Yu’ll never be able t get parts fr it, even frm Japan. S it might be time t invest in a mre recent mdel. (3)
Text 4
M: I need t get my driving license befre next summer fr that trip t New Yrk. (4)
W: There’s a crash curse my driving schl ffers. Yu can d yur thery test n the cmputer, have a class every day fr tw r three weeks and take yur test at the end.
Text 5
W: I’m s tired tday. My pwer went ut last night during the strm, and I culdn’t figure ut hw t fix it.
M: That seems like an annying task. Did yu stay up trying t find ut what the prblem was?
W: N. It was just t ht t sleep after that. (5)
Text 6
W: Hi, Mike. D yu have any plans fr the weekend? I have an extra ticket fr the Dawsn Tri’s live perfrmance at Capital Stadium. Wuld yu like t jin me? (6)
M: I dn’t knw if I can. My parents are cming t twn this weekend, s I need t spend time with them.
W: Well, if they like jazz, they might enjy the shw as well. Why dn’t yu g t the band’s website and see if there are mre tickets available? (7) Their shws ften sell ut, but yu might be lucky.
M: All right, I’ll d that this evening. (7) Thanks fr the infrmatin.
Text 7
W: Why is it s cld in this huse, Dad?
M: We were suppsed t get sme cal fr the fire, but it hasn’t arrived yet. (8)
W: Well, we need it. Can’t we burn sme wd?
M: N, we didn’t have any. Yu culd use the little electric heater I bught last week. I’ll phne the cal dealer nw and ask what is happening.
W: OK. I think I’ll start t make dinner nw. (9) We might feel warmer if we eat sme fd.
M: Yes, I think that is a gd idea.
Text 8
W: Have yu finished wrk?
M: Actually, I have finished at lunchtime tday because they’re replacing ur cmputers. S I was at the gym this afternn. (11)
W: Are yu ging ut tnight?
M: N, I dn’t think s. Why? Are yu inviting me smewhere?
W: Oh, n. I have lts f wrk t d. I’ve actually spent all day trying t write a histry paper. I have t hand it in tmrrw.
M: Well, srry, I can’t help yu with that. I never enjyed studying histry at schl and I wasn’t very gd at it either.
W: I dn’t need any help with the essay. But yu can help me by nt playing yur pian. (12) I’m srry. I just can’t stand it anymre. I’ve lived here since June and yu’ve played the pian every night. (10)
M: But I thught yu liked it. I’ve lived here fr tw years. (10) Nbdy’s ever cmplained befre s I’m really surprised. (13) Yu shuld have tld me earlier.
Text 9
W: We’re develping a new technlgy that can detect frest fires as sn as they start. (14)
M: That sunds amazing. Given hw many fires there have been recently, it’s smething the wrld extremely needs.
W: Indeed. In 2020 alne, Califrnia had ver 8, 000 fires, lsing rughly 4% f the state’s trees.
M: That is truly surprising.
W: Yes. The ther place where it will be useful is Australia. At the start f the year, there were 50 separate frest fires burning acrss the cuntry.
M: S hw will yur new detectin system wrk? (14)(15)
W: We’re ging t use a new range f satellites which have heat cameras. (15)
M: Dn’t ther satellites have thse?
W: Yes, but nne is s advanced. They can detect a fire the size f a ftball field. The new system can sense a fire the size f a car. (16)
M: And will that be enugh f a difference t stp the fire frm spreading?
W: We believe s. Hpefully it will give firefighters enugh time t stp it befre it gets t big. If they get the plane up in time, they will put ut the fire quickly.
M: If it wrks, I really hpe yu get recgnitin fr it.
W: I just want t try and stp trees frm burning, and mre imprtantly, prtect the pr animals that live in them. (17)
Text 10
W: Tday, let’s begin with nte-taking techniques. (18) Nte-taking is an imprtant skill nt nly fr taking classes, but als fr ding yur jb in the future. I’d like t draw yur attentin t certain pints abut taking ntes. First, remember that nte-taking shuld be 75% listening and nly 25% writing. (19) S dn’t try t write dwn every single wrd the teacher says. Ignre what is unimprtant and write in phrases nt cmplete sentences. Secnd, leave spaces and lines between main ideas. Yu may want t add sme infrmatin later. I find that sme f yu are gd at making use f clr, mapping web and symbls such as arrws, circles and bxes. I highly recmmend these tls t all f yu, because the use f them makes the utline mre easily readable and interesting than the blcks f text. It als makes sure that imprtant wrds stand ut. (20) Here are sme examples ...

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