第一部分 聽 力（共兩節(jié), 滿分 30 分） 略
第二部分 閱讀理解（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。
A
Remembering names is an imprtant scial skill. Here are sme ways t master it.
Recite and repeat in cnversatin.
When yu hear a persn’s name, repeat it. Immediately say it t yurself several times withut mving yur lips. Yu culd als repeat the name in a way that des nt sund frced r artificial.
Ask the ther persn t recite and repeat.
Yu can let ther peple help yu remember their names. After yu’ve been intrduced t smene, ask that persn t spell the name and prnunce it crrectly fr yu. Mst peple will be pleased by the effrt yu’re making t learn their names.
Admit yu dn’t knw.
Admitting that yu can’t remember smene’s name can actually make peple relaxed. Mst f them will feel sympathy if yu say, “I’m wrking t remember names better. Yurs is right n the tip f my tngue. What is it again?”
Use assciatins.
Link each persn yu meet with ne thing yu find interesting r unusual. Fr example, yu culd make a mental nte: “Vicki Cheng — tall, black hair.” T reinfrce yur assciatins, write them n a small card as sn as pssible.
Limit the number f new names yu learn at ne time.
When meeting a grup f peple, cncentrate n remembering just tw r three names. Free yurself frm remembering every ne. Few f the peple in mass intrductins expect yu t remember their names. Anther way is t limit yurself t learning just first names. Last names can cme later.
G early.
Cnsider ging early t cnferences, parties and classes. Smetimes just a few peple shw up n time. That’s fewer names fr yu t remember. And as mre peple arrive, yu can hear them being intrduced t thers — an autmatic review fr yu.
1．Hw will mst peple feel when yu try hard t remember their names?
A．They will be mved.B．They will be annyed.
C．They will be delighted.D．They will be discuraged.
2．T reinfrce the assciatin yu made between the persn and smething interesting, yu may .
A．write them dwnB．say it t yurself several times
C．g early t partiesD．spell and prnunce the name crrectly
3．What des the text mainly tell us?
A．Tips n an imprtant scial skill.B．Imprtance f attending parties.
C．Hw t make use f assciatins.D．Hw t recite and repeat names.
B
Eric Ashby’s fascinatin with nature began at an early age. His first article, Bird Phtgraphy: an Ideal Hbby fr Bys, was published when he was just 16 and illustrated with phtgraphs that he’d taken.
His interest in phtgraphy had been sparked fur years earlier in 1930, when the wildlife phtgrapher Cherry Keartn came t Suthsea, Ashby’s hme twn, t present a shw f his wrk. The 12-year-ld Ashby saw the shw and immediately started saving his pcket mney t buy a camera fr filming wildlife in the nearby New Frest. But Ashby’s films did nt reach the public due t the Wrld War II.
In 1953, he and his wife Eileen mved t Badger (獾) Cttage, in the heart f the New Frest. It was here that Ashby perfected the techniques that wuld make him famus thrugh the new medium f televisin. His patience and technical knwledge allwed him t film badgers at their hles during daylight — the first time this behaviur had ever been captured n camera.
In 1961, at the age f 43, Ashby finally gt his big break, when the BBC shwed his 45-minute film The Unknwn Frest. The film had taken fur years t make and received a very psitive respnse frm viewers. The nature writer Richard Mabey was hugely impressed and remarked that the film “changed the standards fr hme-grwn wildlife dcumentaries”.
After the film was shwn, he was given the nickname “the silent watcher”. The nickname nt nly stuck, it became the title f his secnd film.
In 1963, Ashby made the first British wildlife film in clur, althugh it tk fur years befre The Majr appeared in its full glry, as the BBC did nt bradcast in clur until 1967.
He was awarded the Ryal Gegraphical Sciety’s Cherry Keartn Medal and Award in 1975 and in 1992 received an MBE. He died, aged 85, n 6 February 2003, but his legacy lives n.
4. What des the underlined wrd “sparked” mean in Paragraph 2?
A. Revived. B. Inspired. C. Assessed. D. Increased.
5. What might lead t the success f his 1961 film?
A. Unique scenes and the new medium TV. B. Animal knwledge and new standards.
C. The psitive respnse frm viewers. D. The recmmendatin frm a nature writer.
6. What can be learned frm Paragraph 6?
A. The Majr tk Ashby 4 years t make. B. The Majr was nt bradcast n BBC.
C. The Majr was anther success fr Ashby. D. The Majr was the first clr film in the UK.
7. What can be a suitable title fr the text?
A. An Award Winner B. A Silent Watcher C. The Life f a Badger D. The Stry in a Frest
C
Is there a friend f yurs wh always sings ut f tune but never realizes it? Dn’t blame them-they may have amusia (失歌癥), a disrder in the brain.
Apart frm singing ut f tune, peple with amusia may als find it hard t recgnize music they’ve heard befre withut the help f sng lyrics. Amusia can range frm difficulty in recgnizing meldies t a ttal inability t distinguish between different musical ntes, accrding t Live Science. Hwever, peple with amusia can recgnize cmmn envirnmental sunds as well as the high and lw sunds in human vices, meaning that this inability can be specifically related t music.
In many cases, peple wh have amusia are brn with it, as 46 percent f these individuals’ relatives were fund t have similar cnditins, accrding t a 2017 study. Brain imaging shws that their brains receive and respnd t music pitch infrmatin, but it is nt reaching cnscius awareness, meaning that the mind can’t understand the infrmatin.
Scientists at the University f Otag in New Zealand als think that amusia is related t peple’s spatial prcessing skills. They invited peple with amusia, musicians and students frm nn-musical backgrunds t perfrm a task related t spatial imaginatin. They were asked t judge whether pairs f images are the same bject rtated (旋轉(zhuǎn)) r mirrr images.
The result shwed that the amusia grup made mre mistakes than the ther tw grups. Amusia might be related t the way the brain stres infrmatin abut the high and lw ntes in meldies, accrding t the study.
Althugh thse wh aren’t cnfident abut their singing skills ften say they are “tne-deaf”, peple with amusia nly make up abut1. 5 percent f the ppulatin, as estimated by the2017 study. “Like dyslexics (誦讀困難者) can learn hw t read, thse with amusia shuld be able t imprve their ability t recgnize tnes if they start early enugh,” Isabelle Peretz, a prfessr f psychlgy frm the University f Mntreal in Canada, tld Live Science.
8．Accrding t the article, what d peple with amusia find easy t d?
A．Recgnizing meldies. B．Recgnizing tunes.
C．Identifying human vices. D．Distinguishing between different musical ntes
9．What did the 2017 study tell us abut amusia?
A．Amusia is a result f brain damage.
B．Amusia is cmmn amng children.
C．Many individuals with amusia are brn with it.
D．Thse wh are tne-deaf ften suffer frm amusia.
10．What did the study by scientists at the University f Otag shw?
A．Peple with amusia have strng spatial imaginatin skills.
B．Peple with amusia struggle t judge the shape f images
C．Amusia may be related t ne’s level f music educatin.
D．Amusia may be linked with hw the brain stres nte infrmatin.
11．Hw can peple with amusia imprve their musical ability, accrding t Peretz?
A．Learn hw t read earlier in life. B．Start t explre and learn music early.
C．Seek medical treatment. D．Sing frequently with friends.
D
Abut six years ag I was eating lunch in a restaurant in New Yrk City when a wman and a yung by sat dwn at the next table. I culdn’t help verhearing parts f their cnversatin. At ne pint the wman asked, “S, hw have yu been?” And the by --- wh culd nt have been mre than 7 r 8 years ld ---replied, “Frankly, I’ve been feeling a little depressed lately.”
This incident stuck in my mind because it cnfirmed my grwing belief that children are changing. As far as I can remember, my friends and I didn’t find ut we were “depressed” until we were in high schl.
The evidence f a change in children has increased steadily in recent years. Children dn’t seem childlike anymre. Children speak mre like adults, dress mre like adults and behave mre like adults than they used t. Whether this is gd r bad is difficult t say, but it is certainly different. Children as they nce were n lnger exists. Why?
Human develpment is based nt nly n innate bilgical states, but als n patterns f access t scial knwledge. Mvement frm ne scial rute t anther usually invlves learning the secrets f the new status. Children have always been taught adult secrets, but slwly and in stages: traditinally, we tell sixth graders things we keep hidden frm fifth graders.
In the last 30 years, hwever, a secret-revelatin machine has been installed in 98 percent f American hmes. It is called televisin. Televisin passes infrmatin indiscriminately t all viewers alike, be they children r adults. Unable t resist the temptatin, many children turn their attentin frm printed texts t the less challenging, mre vivid mving pictures.
Cmmunicatin thrugh print, as a matter f fact, allws fr a great deal f cntrl ver the scial infrmatin t which children have access. Reading and writing invlve a cmplex cde f symbls that must be memrized and practiced. Children must read simple bks befre they can read cmplex materials.
12．Accrding t the authr, feeling depressed is ________.
A．a(chǎn) sure sign f a mental prblem in children
B．a(chǎn) mental state present in all humans, including children
C．smething that can’t be avided in children’s mental develpment
D．smething hardly t be expected in a yung child
13．Traditinally, a child is suppsed t learn abut the adult wrld _________.
A．thrugh cnnectin with sciety B．gradually and under guidance
C．naturally withut being taught D．thrugh watching televisin
14．What des the authr think f cmmunicatin thrugh print fr children?
A．It enables children t gain mre scial infrmatin
B．It develps children’s interest in reading and writing.
C．It helps children t read and write well.
D．It can cntrl what children are t learn.
15．What des the authr think f the change in tday’s children?
A．He feels their adultlike behavir is s funny
B．He thinks the change wrth ur attentin
C．He cnsiders it a rapid develpment
D．He is extremely upset abut it
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, 并在答題卡上將該項涂黑。選項中有兩項為多余選項。
It happens all the time—yu are standing n a bus, listening t music, when yu feel smene’s breath n the back f yur neck. Yu think t yurself: Is this persn getting t clse t me? The answer is yes. 16 But hw big is this space?
Accrding t a new study, the size f the space is different fr different peple, 17 , reprted Ls Angeles Times. In the study, researchers frm University Cllege f Lndn asked vlunteers t hld their hands at different distances frm their face. They then gave them an electric shck n their hands while measuring hw ften the vlunteers blinked (眨眼). The mre they blinked, 18 .
The results amng vlunteers were a little different, but the average persnal space was 20 t 40 centimeters. Researchers als fund that the mre anxius a persn was, the larger their persnal space was because they were mre sensitive.
Besides psychlgical factrs, 19 . Fr example, a persn wh grew up in a cuntry that hugs a lt has less f a prblem with strangers getting t clse than a persn wh grew up in ne with mre distance between peple.
20 . “If yu are chatting with sme ne in yur living rm, yu wn’t have a large safety space at all,” explained researcher Gian Dmenic Iannetti. “But if yu are walking thrugh a dangerus area, then that will be much bigger.” Sadly, smetimes peple just dn’t understand the idea f persnal space and keep getting int yurs. Whenever that happens, rather than trying t step backwards, researchers suggest that yu “create a new space” by turning t wave at smene passing by r t get smething ut f yur bag.
A．Everyne has a sense f persnal space
B．it shws that they are wrried abut their hands
C．the mre f a threat they felt the shck was t their face
D．but generally it is between 20 t 40 centimeters in frnt f the face
E．culture is als thught t be able t change yur persnal space
F．Peple’s senses f persnal space als depend n the envirnments they are in
G．It is clear that peple’s senses f persnal space are cnsidered t be very imprtant
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。
Shane Prter knew clearly that he was dying f cancer when he ne day came hme with a rusty (生銹的) 1969 Jeepster Cmmand. He planned t 21 it. And it was intended t be a (n) 22 activity that he culd wrk n with his wife and their tw sns fr the rest f his time.
The family 23 the prject and fixed the vehicle until Shane Prter died after three years. The family culdn’t finish the prject, but they culdn’t imagine 24 the car either. It has emtinal value.
S the car sat there — until last May, when Bb Mauger, a clse family friend, nticed it and saw a (n) 25 . “This wuld be a gd prject fr my students t cmplete,” Mauger thught, an autmtive technlgy teacher.
He shared the 26 with his class, and the students were 27 n bard. The restratin (整修) f the vehicle was the class’ mst significant prject 28 the meaning behind it. It als prved mre 29 than the students had expected with engine parts missing and cling system issues. It tk 15 mnths t 30 all the prblems. Many students spent their free time n the prject and sme even cntinued 31 the prject after they graduated.
Eventually, the car 32 . It became drivable and safe. The students 33 the revived Jeepster t the family, causing tears f gratitude and emtin. “I knw they’ll have that car fr a lng time. It feels 34 .” Judah Castill, a student, said. Fr the Prters, the revived car is mre than just a vehicle; it is the 35 f Shane Prter’s life and the students’ devtin.
21．A．repaint B．repair C．replace D．return
22．A．bnding B．training C．uplifting D．wide-ranging
23．A．expanded B．mnitred C．pstpned D．cnducted
24．A．getting hld f B．getting rid f C．getting ready fr D．getting used t
25．A．transfrmatin B．pprtunity C．challenge D．respnsibility
26．A．discvery B．a(chǎn)dventure C．kindness D．idea
27．A．unwillingly B．thankfully C．enthusiastically D．bviusly
28．A．instead f B．in spite f C．because f D．in case f
29．A．cmplicated B．changeable C．technical D．practical
30．A．recrd B．schedule C．a(chǎn)ddress D．questin
31．A．cntributing t B．respnding t C．a(chǎn)pplying t D．a(chǎn)dapting t
32．A．a(chǎn)pprached B．crashed C．stpped D．functined
33．A．explained B．prmised C．presented D．lent
34．A．surprising B．rewarding C．a(chǎn)musing D．cnfusing
35．A．highlight B．pwer C．beginning D．symbl
第Ⅱ卷（共計55分）
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個適當?shù)膯卧~或括號內(nèi)單詞的正確形式。
Mang sticky rice is ne f Thailand’s mst belved summer 36 (dish). Slices f sweet, ripe mang 37 (set) next t a pile f glutinus rice that’s tpped with a ccnut-based cream sauce and a light sprinkling f yellw mung (綠豆) beans. If 38 (d) right, the dish is pure magic, the perfect balance f flavrs and textures. And few have perfected that balance as well as 63-year-ld Varee Jeensuwan, the undeniable queen f mang sticky rice in Bangkk. Her shp in Bangkk’s busy dwntwn, Mae Varee, 39 (functin) well since 1981. “We fcus 40 the quality f the raw materials, and even the salt used in the cream, we rder it frm Samut Sakrn,” she says, 41 (refer) t a castal prvince suth f Bangkk. Thailand’s nam dk mai (water f the flwer) manges are 42 mst ppular variety fr the dish, as they pssess a sweet flavr and smth texture. 43 manges play the starring rle, the ther ingredients are just as imprtant, says Varee. In her shp, they use sticky rice grains 44 (special) selected frm Thailand’s nrthernmst prvince, Chiang Rai. Fr thse 45 just want t buy whle, uncut manges, Varee allws its suppliers t set up utside the shp and sell their prducts.
第四部分 寫作 (共兩節(jié), 滿分40分)
第一節(jié) （滿分15分）
四、書信寫作
你校將于本周末舉辦主題為“綠色環(huán)保、擁抱自然”的八公里遠足活動，作為負責人，請你寫一則通知發(fā)布在你校英文網(wǎng)站通知欄，內(nèi)容包括：
1．活動目的；
2．活動內(nèi)容；
3．表達期待。
參考詞匯：擁抱自然 Embrace Nature
遠足 hike
注意：
1．寫作詞數(shù)為80左右；
2．請按如下格式在答題卡的相應(yīng)位置作答。
Ntice
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The Students’ Unin
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。
Once in the summer hlidays, a brther and a sister, Sammy and Marie, visited their grandparents n their farm. Sammy tk his slingsht (彈弓) t play in the wds. He practiced hard fr many days but all his effrts were in vain. N matter hw much he tried, he culd never hit the target.
At lunchtime, Grandma called ut, ”Sammy, it’s lunchtime!” Getting a little disappinted, he headed back fr the lunch. While walking back, Sammy nticed his grandma’s pet. It was a cute, little duck. Out f excitement he tk his slingsht and aimed at the duck. This time, his sht hit the target and it hit the pr duck n its head and killed it. He was shcked and frightened at the same time.
In the extreme fear, he hid the dead duck in the pile f wds. Marie, his yunger sister, had seen it all frm the windw but she decided nt t cnfrnt him.
The next day, Grandma said, “Marie, let’s wash the dishes.” Hearing this, Marie immediately said, “But Grandma, Sammy tld me he wanted t help yu d the husehld chres.” As sn as she said this, she turned t Sammy and whispered, “Remember the duck?” Sammy gt anxius, knwing that his sister knew his secret abut the duck. If he did nt bey her, she wuld tell their grandparents abut it. S withut uttering a single wrd, he did the dishes. Later, in the evening, Grandpa asked if the children wanted t g fr fishing. On hearing this, Grandma said, ”I am srry but I need Marie t stay with me and help make a supper.” Marie turned t Grandma and said, “Well, that’s all right. Sammy tld me he wanted t help yu." She again whispered t Sammy, “Remember the duck?” Hearing this, Sammy culdn’t say a wrd, just standing there angrily. S Marie went with her grandfather fr fishing and pr Sammy had t stay with his grandma.
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。
After Marie tk advantage f Sammy several times, he finally culd nt stand it any lnger.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Later that day, Marie went back frm fishing with her grandfather.
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2022 級學生期末考試考試英語答案
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)
A
【答案】1．C 2．A 3．A
B
【答案】4. B 5. A 6. C 7. B
C
【答案】8．C 9．C 10．D 11．B
【導(dǎo)語】這是一篇說明文。文章介紹了患有失音癥的人的癥狀，病因及其應(yīng)對方式。
8．細節(jié)理解題。根據(jù)第二段“Apart frm singing ut f tune, peple with amusia may als find it hard t recgnize music they’ve heard befre withut the help f sng lyrics. Amusia can range frm difficulty in recgnizing meldies t a ttal inability t distinguish between different musical ntes, accrding t Live Science. Hwever, peple with amusia can recgnize cmmn envirnmental sunds as well as the high and lw sunds in human vices, meaning that this inability can be specifically related t music.(除了唱歌走調(diào)之外，失音癥患者可能還會發(fā)現(xiàn)，如果沒有歌詞的幫助，他們很難識別以前聽過的音樂。據(jù)《生活科學》報道，失音癥的范圍從難以識別旋律到完全無法區(qū)分不同的音符。然而，患有失音癥的人可以識別常見的環(huán)境聲音以及人類聲音中的高低音，這意味著這種無能可能與音樂特別相關(guān))”可知，失音癥患者最容易做的事情是識別人類的聲音。故選C項。
9．細節(jié)理解題。根據(jù)第三段中“In many cases, peple wh have amusia are brn with it, as 46 percent f these individuals’ relatives were fund t have similar cnditins, accrding t a 2017 study.(根據(jù)2017年的一項研究，在許多情況下，患有失音癥的人天生就患有這種疾病，因為這些人的家庭成員中有46%被發(fā)現(xiàn)患有類似的疾病)”可知，2017年的研究告訴了我們許多患有失音癥的人是天生的。故選C項。
10．細節(jié)理解題。根據(jù)第四段中“Scientists at the University f Otag in New Zealand als think that amusia is related t peple’s spatial (空間的) prcessing skills.(新西蘭奧塔哥大學的科學家們也認為，失音癥與人們的特殊處理能力有關(guān))”和第五段“Amusia might be related t the way the brain stres infrmatin abut the high and lw ntes in meldies, accrding t the study.(根據(jù)這項研究，失音癥可能與大腦儲存歌曲中高低音信息的方式有關(guān))”可知，奧塔哥大學的科學家們的研究表明失音癥可能與大腦儲存聲音信息的方式有關(guān)。故選D項。
11．細節(jié)理解題。根據(jù)最后一段“Like dyslexics (誦讀困難者) can learn hw t read, thse with amusia shuld be able t imprve their ability t recgnize tnes if they start early enugh(就像誦讀困難癥患者可以學習如何閱讀一樣，失音癥患者如果開始得足夠早，應(yīng)該能夠提高他們識別曲調(diào)的能力)”可知，Peretz認為，失音癥患者應(yīng)該盡早開始探索和學習音樂以提高他們的音樂能力。故選B項。
D
【答案】12.D 13.B 14.D 15.B 【分析】這是一篇議論文。作者無意中聽到一對母子的談話證實了他的一個想法，即現(xiàn)在的孩子正在變得越來越成人化。作者認為電視節(jié)目無差別地給成人和孩子播放相同的節(jié)目，是導(dǎo)致孩子過早成人化的主要原因。
12．推理判斷題。根據(jù)文章第二段的As far as I can remember, my friends and I didn’t find ut we were “depressed” until we were in high schl.可知在作者記憶中他們是直到高中才體會到失落，故推測他認為那么小的孩子會感到失落是難以想象的。D. smething hardly t be expected in a yung child（在如此小的孩子身上很難想象的事情）符合以上說法，故選D項。
13．細節(jié)理解題。根據(jù)文章第四段的Children have always been taught adult secrets, but slwly and in stages: traditinally, we tell sixth graders things we keep hidden frm fifth graders.可知，老師在教給孩子成人知識的時候是有階段的，循序漸進的。一般情況下教給六年級孩子的東西，不會教給五年級。B. gradually and under guidance(引導(dǎo)）（在引導(dǎo)下循序漸進）符合以上說法，故選B項。
14．細節(jié)理解題。根據(jù)文章最后一段的Cmmunicatin thrugh print, as a matter f fact, allws fr a great deal f cntrl ver the scial infrmatin t which children have access.可知通過印刷媒體來交流可以在很大程度上控制孩子所接觸的社會信息。D. It can cntrl what children are t learn.（能夠控制孩子所學的東西）符合以上說法，故選D項。
15．推理判斷題。根據(jù)文章第三段The evidence f a change in children has increased steadily in recent years. Children dn’t seem childlike anymre. Children speak mre like adults, dress mre like adults and behave mre like adults than they used t. Whether this is gd r bad is difficult t say, but it is certainly different. Children as they nce were n lnger exists. Why? 可知近年孩子越來越成人化的證據(jù)越來越多，這個變化是好是壞很難說，但是孩子和從前不一樣了這是十分確定的，這是為什么呢？根據(jù)這段話尤其是最后的“why”可以推測作者認為這種現(xiàn)象值得人們思考。B. He thinks the change wrth ur attentin（他認為這個改變值得思考）符合以上說法，選B項。
第二節(jié)(共 5 小題;每小題 2.5 分，滿分 12.5 分)
【答案】16．A 17．D 18．C 19．E 20．F
【導(dǎo)語】本文為一篇說明文。文章介紹了影響每個人都有的個人空間感的因素。
16．根據(jù)上文“Yu think t yurself: Is this persn getting t clse t me? The answer is yes. (你會想:這個人是不是離我太近了?答案是肯定的。)”以及下文“But hw big is this space? (但是這個空間有多大呢?)”可知，空格處應(yīng)該說明的時私人空間有關(guān)。選項A. Everyne has a sense f persnal space (每個人都有個人空間感)中的persnal space與下文中的space相呼應(yīng)，能夠承上啟下。故選A。
17．根據(jù)上文“Accrding t a new study, the size f the space is different fr different peple (根據(jù)一項新的研究，不同的人的空間大小是不同的)”可知，空格處需要說明的是個人空間的大小。選項D. but generally it is between 20 t 40 centimeters in frnt f the face (但一般是在臉前面20到40厘米之間)說明的是通常情況下私人空間的大小，能夠承接上文。故選D。
18．根據(jù)上文“In the study, researchers frm University Cllege f Lndn asked vlunteers t hld their hands at different distances frm their face. They then gave them an electric shck n their hands while measuring hw ften the vlunteers blinked (眨眼). (在這項研究中，倫敦大學學院的研究人員要求志愿者把手放在離臉不同距離的地方。然后，他們對志愿者的手進行電擊，同時測量他們眨眼的頻率。)”以及空格前句“The mre they blinked (他們眨得越多)”可知，空格處應(yīng)該說明的是眨眼對他們的影響。選項C. the mre f a threat they felt the shck was t their fac (他們覺得電擊對他們的臉的威脅越大)中的the mre f a threat與上文中的The mre they blinked相呼應(yīng)；所以選項C能夠承接上文。故選C。
19．根據(jù)上文“Besides psychlgical factrs (除了心理因素)”以及下文“Fr example, a persn wh grew up in a cuntry that hugs a lt has less f a prblem with strangers getting t clse than a persn wh grew up in ne with mre distance between peple. (例如，在一個經(jīng)常擁抱的國家長大的人，對陌生人靠得太近的問題要比在一個人與人之間距離較遠的國家長大的人少。)”可知，空格處說明的是除了心理因素之外的因素的影響。選項E. culture is als thught t be able t change yur persnal space (.文化也被認為能夠改變你的個人空間)能夠承上啟下。選E。
20．根據(jù)下文“ ‘If yu are chatting with smene in yur living rm, yu wn’t have a large safety space at all,’ explained researcher Gian Dmenic Iannetti. ‘But if yu are walking thrugh a dangerus area, then that will be much bigger.’ (研究人員吉安·多梅尼科·伊內(nèi)蒂解釋說:“如果你在客廳里和別人聊天，你根本就沒有很大的安全空間?！薄暗绻阕哌^一個危險的區(qū)域，那就會大得多?！?”可知，空格處應(yīng)該說明的是不同的空間或者環(huán)境對于私人空間的影響。選項F. Peple’s senses f persnal space als depend n the envirnments they are in (人們對個人空間的感覺也取決于他們所處的環(huán)境)能夠作為本段的主題句，下文中的living rm與dangerus area分別說明的是不同的環(huán)境。故選F。
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)
【答案】21．B 22．A 23．D 24．B 25．B 26．D 27．C 28．C 29．A 30．C 31．A 32．D 33．C 34．B 35．D
【導(dǎo)語】這是一篇記敘文, 敘述了一群學機械的學生幫助過世的肖恩·波特修理他的汽車，實現(xiàn)他夙愿的故事。
21．考查動詞詞義辨析。句意：他打算修理它。A. repaint重畫；B. repair修理；C. replace取代；D. return返回。根據(jù)下文“fixed the vehicle”可知，他打算修理汽車。故選B項。
22．考查名詞和形容詞詞義辨析。句意：這是一項增進人與人之間的關(guān)系的活動，他可以在余下的時間里與妻子和兩個兒子一起工作。A. bnding人與人之間的關(guān)系；B. training訓練；C. uplifting令人振奮的；D. wide-ranging廣泛的。根據(jù)下文“he culd wrk n with his wife and their tw sns fr the rest f his time.”可知，這是一項增進人與人之間的關(guān)系的活動。故選A項
23．考查動詞詞義辨析。句意：這家人一直在實施這個計劃，維修這輛車，直到三年后肖恩·波特去世。A. expanded擴張；B. mnitred監(jiān)測；C. pstpned延期；D. cnducted 實施。根據(jù)下文“the prject and fixed the vehicle”可知，這家人一直在實施這個計劃。故選D項。
24．考查動詞短語詞義辨析。句意：這個家庭無法完成這個項目，但他們也無法想象把車丟掉。A. getting hld f獲得（某物）；B. getting rid f消除，處理，丟掉；C. getting ready fr準備好；D. getting used t習慣于。根據(jù)上文“The family culdn’t finish the prject”和下文“S the car sat there”可知，家人無法完成計劃，也無法把破舊的車丟掉。所以車一直就擱置在那里。故選B項。
25．考查名詞詞義辨析。句意：于是，這輛車就一直停在那里，直到去年5月，一位密友鮑勃·莫格注意到了它，看到了一個機會，“這將是我的學生們完成的一個好項目，”身為汽車技術(shù)教師的莫格想。A. transfrmatin改觀；B. pprtunity機會；C. challenge挑戰(zhàn)；D. respnsibility責任。根據(jù)下文“This wuld be a gd prject fr my students t cmplete”可知，這是一個完美讓學生發(fā)揮余熱的機會。故選B項。
26．考查名詞詞義辨析。句意：他把這個想法告訴了全班同學，同學們都很熱情地接受了他的想法。A. discvery發(fā)現(xiàn)；B. adventure冒險；C. kindness善意；D. idea觀點。根據(jù)上文“‘This wuld be a gd prject fr my students t cmplete,’ Mauger thught”可知，他把這個想法和學生們分享了。故選D項。
27．考查副詞詞義辨析。句意：他把這個想法告訴了全班同學，同學們都很熱情地加入了。A. unwillingly不愿意地；B. thankfully感謝地；C. enthusiastically熱情地；D. bviusly明顯地。根據(jù)下文“Many students spent their free time n the prject and sme even cntinued ____11____ the prject after they graduated.”可知，學生們對此想法很熱情。故選C項。
28．考查固定短語詞義辨析。句意：由于其背后的意義，這輛車的修復(fù)是這個班級最重要的項目。A. instead f而不是；B. in spite f盡管；C. because f由于；D. in case f萬一。表示因果關(guān)系，用短語because f。故選C項。
29．考查形容詞詞義辨析。句意：事實也證明，由于發(fā)動機部件缺失和冷卻系統(tǒng)問題，情況比學生們預(yù)期的要復(fù)雜得多。A. cmplicated復(fù)雜的；B. changeable可改變的； C. technical技術(shù)的；D. practical實際的。根據(jù)下文“with engine parts missing and cling system issues.”可知，修理破舊的汽車比想象的要復(fù)雜。故選A項。
30．考查動詞詞義辨析。句意：他們花了15個月的時間來解決所有問題。A. recrd記錄；B. schedule安排；C. address設(shè)法解決；D. questin詢問。根據(jù)上文“with engine parts missing and cling system issues.”可知，有問題所以要設(shè)法解決。故選C項。
31．考查動詞短語詞義辨析。句意：許多學生把業(yè)余時間都花在了這個項目上，有些人甚至在畢業(yè)后繼續(xù)為這個項目做貢獻。A. cntributing t促成，貢獻；B. respnding t回應(yīng)；C. applying t應(yīng)用于；D. adapting t適應(yīng)。根據(jù)下文“students’ devtin”可知，有些人甚至在畢業(yè)后繼續(xù)為這個項目做貢獻。選A項。
32．考查動詞詞義辨析。句意：最終，汽車啟動了。A. apprached接近；B. crashed撞車；C. stpped停止；D. functined工作，運轉(zhuǎn)。根據(jù)下文“It became drivable and safe.”可知，最終，汽車啟動了。選D項。
33．考查動詞詞義辨析。句意：學生們把這輛修復(fù)的吉普斯特送給了這家人，使他們感動得流下了感激和感動的眼淚。A. explained解釋；B. prmised承諾；C. presented呈現(xiàn)；D. lent借。根據(jù)下文“causing tears f gratitude (感激) and emtin.”可知，汽車修理完畢，所以歸還給了這家人。故選C項。
34．考查形容詞詞義辨析。句意：這感覺很有意義。A. surprising令人驚訝的；B. rewarding值得的，有意義的；C. amusing有趣的；D. cnfusing令人困惑的。根據(jù)上文“I knw they’ll have that car fr a lng time.”可知，那家人會珍藏那輛車，故學生感覺自己的付出很有意義。故選B項。
35．考查名詞詞義辨析。句意：對波特夫婦來說，修復(fù)的汽車不僅僅是一輛車；它是肖恩·波特一生和學生奉獻精神的象征。A. highlight最好（或最精彩、最激動人心）的部分；B. pwer力量；C. beginning開始；D. symbl象征。破舊的汽車凝聚了肖恩·波特的愿望和學生們的努力，所以這是一種象征。選D項。
第二節(jié)(共 10 小題;每小題 1.5 分，滿分 15 分)
【答案】36．dishes 37．a(chǎn)re set 38．dne 39．has been functining 40．n 41．referring 42．the 43．Thugh/Althugh/While 44．specially 45．wh
【導(dǎo)語】這是一篇說明文。芒果糯米飯是泰國最受歡迎的夏季美食之一，文章對其進行了介紹。
37．考查一般現(xiàn)在時的被動語態(tài)。句意：把成熟的甜芒果片放在一堆糯米旁邊，上面撒上椰子奶油醬和少量的黃色綠豆。此處描述客觀事實，應(yīng)用一般現(xiàn)在時。動詞set意為“放置”，和主語構(gòu)成被動關(guān)系，且主語是復(fù)數(shù)，be動詞應(yīng)用are。故填are set。
38．考查狀語從句的省略。句意：如果做得好，這道菜是純粹的魔法，味道和質(zhì)地的完美平衡。在if引導(dǎo)的狀語從句中，主語和主句相同，且從句含有be動詞，可以省略從句的主語和系動詞。動詞d意為“做”，和主語構(gòu)成被動關(guān)系，且動作已完成，應(yīng)用過去分詞形式。故填dne。
39．考查現(xiàn)在完成進行時和主謂一致。句意：她的店鋪Mae Varee位于曼谷繁忙的市中心，自1981年以來一直運作良好。根據(jù)since 1981可知，此處是指動作發(fā)生在過去，一直持續(xù)到現(xiàn)在，并在將來的某段時間里仍將繼續(xù)，應(yīng)用現(xiàn)在完成進行時。主語為第三人稱單數(shù)。動詞functin意為“運作”。故填has been functining。
41．考查現(xiàn)在分詞。她說：“我們注重原材料的質(zhì)量，甚至奶油中使用的鹽，我們都是從曼谷以南的一個沿海省份Samut Sakrn訂購的。”動詞refer意為“提到，談及”，和謂語之間沒有連詞，且和主語構(gòu)成主動關(guān)系，應(yīng)用現(xiàn)在分詞形式作狀語。故填referring。
43．考查連詞。句意：瓦麗說，雖然芒果是主要成分，但其他成分也同樣重要。根據(jù)“manges play the starring rle”和“the ther ingredients are just as imprtant”可知，此處應(yīng)用連詞thugh/althugh/while表示“盡管”引導(dǎo)讓步狀語從句。句首首字母應(yīng)大寫。故填Thugh/Althugh/While。
第Ⅱ卷(共 40 分)
第四部分寫作(共兩節(jié)，滿分 40)
第一節(jié) 書面表達(滿分 15 分)
Ntice
T get clse t nature and strengthen ur bdy, an eight-kilmeter hike themed “G Green, Embrace Nature” will take place this weekend.
Here are sme relevant details abut it. Teachers and students are required t gather at the schl gate at 8:00 am n Saturday. As scheduled, all participants will walk alng the Yuth Rad until the destinatin—the square at the ft f Nanshan Muntain. Talent shws related t the envirnment will be held in the square.
Please make full preparatins in advance and be present n time!
The Students’ Unin
第二節(jié) 讀后續(xù)寫 （滿分 25 分）
After Marie tk advantage f Sammy several times, he finally culd nt stand it any lnger. He came t Grandma and admitted that he had killed the duck. Grandma knelt dwn smiling, gave him a hug and said, “My dear child, I knw. I was standing right near the windw when it all happened. But because I lve yu, I frgave yu. I was wndering hw lng yu wuld let Marie take advantage f yu and hw lng yu wuld admit yur mistake.” Sammy aplgized t his grandma and hugged her nce again.
Later that day Marie went back frm fishing with her grandfather. Grandma called Marie t cme t her and disclsed the whle truth, and meantime blamed her fr taking advantage f her brther. Marie als felt ashamed and regretful, s she said srry t Grandma and her brther, prmising nt t d s again. She wuld help with the chres at hme and play with Sammy. Therefre, Sammy and Marie had wnderful summer hlidays and bth f them learned a lt frm this trip. S it is imprtant t admit yur mistake, aplgize and seek thers’ frgiveness.

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