做題時(shí)，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。第一節(jié)(共5小題;每小題1.5分,滿分7.5分)
聽(tīng)下面5段對(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)完每段對(duì)話后，你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。
例: Hw much is the shirt?
A. f19.15. B. f9.18. C. f9.15:
答案是C。
1. Where is the man frm?
A. Russia. B. France. C. Australia.
2. What d we knw abut Mike?
A. He will nt g t the meeting.
B. He is preparing fr the meeting.
C. He will be invited t the meeting.
3. Where are the tw speakers?
A. In Suth Street. B. In West Street. C. At the railway statin.
4. Hw des the wman feel?
A. Unhappy B. Unlucky. C. Uncmfrtable.
5. Wh is Sue?
A. The man's wife. B. The man's sister. C. The man's daughter.
第二節(jié)((共15小題; 每小題1.5分, 滿分22.5分)
聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘；聽(tīng)完后，各 小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。
聽(tīng)第6段材料，回答第6、7題。
6. What news has the man gt?
A. His business is gd.
B. His article is published.
C. He is reprted in the paper.
7. What des the wman ffer t d fr the man?
A. Make him famus.
B. Get the paper fr him.
C. Help him with his business
聽(tīng)第7段材料，回答第8至10題。
8. What is the wman ding?
A. Interviewing the man.
B. Having a discussin with the man.
C. Celebrating Christmas with the man.
9. What des the man d at Christmas?
A. Give a gift t smene secretly.
B. G t smene's huse t get a gift.
C. Knck at smene's dr and then hide.
10. Where can the Christmas gift be fund?
A. In the car. B. At the dr. C. Inside the huse.
聽(tīng)第8段材料，回答第11至13題。
11. What des the wman want the by t d first?
A. Play utside. B. Finish his hmewrk. C. D sme cleaning.
12. Which is ne f the things the by will d?
A Pulling weeds. B. Wiping the walls. C. Cleaning the bathrm.
13. Where will the wman be while the by des his wrk?
A. In the yard. B. In the bedrm. C. In the living rm.
聽(tīng)第9段材料，回答第14至17題。
14. What are the tw speakers ding?
A. Ging t a party
B. Preparing fr a party.
C. Talking abut giving a party.
15. Why des the man have t give a party?
A. He has t thank his teachers.
B. He has bught a new huse.
C. He has t please the wman.
16. What des the wman think f the time fr the party?
A. It's t late. B. It's t sn. C. It's still early.
17. What des the wman really mean at the end f the cnversatin?
A. She regrets having bught a small huse.
B. She has t find a bigger huse fr the party.
C. The man shuldn't have invited s many peple.
聽(tīng)第10段材料，回答第18至20題。
18. Hw lng is it since Walnut Hill Schl was set up?
A. Mre than 10 years. B. Mre than 50 years. C. Mre than 100 years.
19. Whm is Walnut Hill Schl pen t?
A. Students frm all ver the wrld.
B. Cllege students in the United States.
C. Famus art is frm all ver the wrld.
20. What des the speaker mean by speaking f Mark Twain?
A. Artists at Walnut Hill wrk very hard
B. Mark Twain is a gd example fr artists.
C. Yu can make great prgress at Walnut Hill.
第二部分閱讀(共兩節(jié)，滿分50分)
第一節(jié) (共15小題; 每小題2.5分, 滿分37.5分)
閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。
A
A Selectin f Muscgms and Attractins in Washingtn DC
The Tidal Basin
The basin, part f the West Ptmac Park, is surrunded by a path that's perfect fr walking, running r cycling. The memrials t Thmas Jeffersn and Martin Luther King Junir are tw highlights surrunding the lake. It is the lcatin mst assciated with Washingtn's Cherry Blssm(櫻花) Festival that takes place each spring.
Natinal Museum f African American Histry and Culture
The museum pened in late 2016 after mre than a decade f planning. It is dedicated t African American histry and culture and is rganized like a vertical timeline, starting with the Atlantic slave trade m the 1400s and mving up t the 21st century. Higher up are exhibitins n African American music, theatre and art. It's a pwerful experience and als very ppular: yu'll have t apply fr a timed ticket t enter.
The Newseum
Further alng Pennsylvania Avenue is the Newseum, lved fr the 800 newspaper frnt pages frm arund the wrld that are hung utside every mrning. Inside, there are mving exhibits shwing hw imprtant histrical events have been reprted, such as the September 11 attacks. Alngside newspaper pages frm the day after the attacks, there's a vide exhibit highlighting the wrk f jurnalists reprting n the Twin Twers falling. A must if yu're interested in jurnalism.
Natinal Gallery f Art
The art gallery is an impressive space: tw buildings, linked' undergrund, and a sculpture garden next dr. Inside the light-filed East Building there's mdern art, including a rmful f Jacksn Pllck's murals(壁畫(huà)),Andy Warhl's Green Marilyn and Ry Lichtenstein's Lk Mickey.
The classical West Building tends t huse lder artwrk: the Eurpean impressinists and Italian Renaissance art(frm artists including Da Vinci and Raphael)are tw highlights.
21. Which f the fllwing requires reserving a ticket in advance?
A. The Newseum.
B. The Tidal Basin.
C. Natinal Gallery f Art.
D. Natinal Museum f African American Histry and Culture
22. What can visitrs d at the Newseum?
A. Learn abut the stries abut news.
B. Learn hw t reprt imprtant events.
C. Talk with jurnalists abut the 9/11attacks.
D. Read 800 recently published newspapers.
23. Why is Green Marilyn exhibited in the East Building?
A. It's a painting f mdern art.
B. It is a painting f traditinal art.
C. It is a painting by a famus artist.
D. It is a priceless painting f the gallery.
B
Bike-share systems hld the ptential t reduce traffic and pllutin in big cities. While they have received cnsiderable attentin, their prmise f urban transfrmatin is far frm being-fully realized.
New research in the jurnal Management Science fund a key reasn is that while cmpanies have fcused n bike design and technlgy aspects, there has been minimal research dne n peratinal aspects such as statin density(密度) and bike-availability levels.
“Almst 80%f bike-share usage cmes frm areas within 1,000 feet f the bike-share statins, r rughly fur city blcks,” said Elena Belavina, ne f the study authrs. “Anything past 1,000 feet, ptential users are almst 60% less likely t use a statin."
The study, “Bike-Share Systems: Accessibility and Availability”, analyzes the relatinship between ridership and peratinal perfrmance in bike-share design systems t achieve higher ridership.
Using data frm the Velib' system in Paris, with rughly 17,000 bikes and 950 statins, the study estimates the impacts f tw aspects f the system perfrmance n bike-share ridership: accessibility, r hw far the user must walk t reach statins, and bike availability.
There are tw impacts f availability: First, a shrt-term impact is that if nearby statins d nt have bicycles when a user wants t take a trip, users must g t statins farther away r abandn using bike-share. Secnd, if users typically expect a lwer chance f finding a bicycle, they are less likely t even cnsider bike-share fr their trips and the system will have lwer ridership in the lng term.
“Mst users chse t abandn using bike-share.” said Belavina. “But verall, we find that a 10%increase in bike availability wuld increase ridership by mre than 12%.”
Between increasing bike-availability and decreasing walking distance, the study finds that the latter has a higher impact. Bike-share peratrs with limited resurces must priritize building mre statins clse t riders.
Where shuld thse statins g? The authrs recmmend lcatins where there are many pint s f interest and lcatins with lwer bike availability.
24. What can be dne t make bike-share systems play a bigger rle in urban transfrmatins
A. Reducing traffic and pllutin.
B. Making statins mre advanced.
C. Putting mre thught int peratins.
D. Making imprvements in bike design.
25. What des the underlined wrd “availability” in paragraph 6 refer t?
A. The number f nearby statins.
B. The necessity f ging fr bike sharing.
C. The likelihd f finding a bike at a statin.
D. The walking distance between the statins
26. Accrding t the study. what is the mst imprtant thing t d t achieve higher ridership?
A. Shrtening the bike trips.
B. Reducing the walking distance.
C. Increasing the number f bikes.
D. Attracting riders t pints f interest.
27. What des the text fcus n?
A. Hw t use the bike-share systems.
B. Hw t make full use f bike-share.
C. Hw t raise the awareness f bike-share.
D. Hw t estimate the impacts f bike-share.
C
In sme parts f the wrld. peple are likely t plan fr the future, while in thers peple are mre likely t live in the mment. In sme scieties peple prefer mre persnal space; in thers they are cmfrtable being in clse quarters in public.
There are a number f theries abut where cultural differences between scieties cme frm. In a grwing number f cases, researchers have fund that human culture an be shaped by key features f the envirnments in which peple live.
Eclgy includes basic physical and scial characteristics f the envirnment—such factrs as hw rich a place is in resurces, hw cmmn infectius(傳染性的) diseases are, hw heavily ppulated a place is, and hw much threat there is t human safety. Variables like temperature and the availability f water can be key eclgical features.
Fr ver 200 scieties, ur lab at Arizna State University gathered cmprehensive data n nine key features f eclgy--such as rainfall, temperature, infectius disease and natural resurces ---and dzens f aspects f
human cultural variatin--including values, strength f scial nrms(社會(huì)規(guī)范), persnality, mtivatin and institutinal characteristics. With this infrmatin, we created the Ec Cultural Dataset.
Using this dataset, we were able t generate a range f estimates fr just hw mach f human cultural variatin can explained by eclgy.
We ran a series f statistical mdels lking at the relatinship between ur eclgical variables and each f the 66 cultural utcmes we tracked. Fr each f the cultural utcmes, we calculated the average amunt f the cultural diversity acrss scieties that was explained by this cmbinatin f nine different eclgical factrs. We fund that nearly 20% f cultural variatin was explained by the cmbinatin f these eclgical features.
Imprtantly, ur statistical estimates take int accunt cmmn issues in crss-cultural research. There will likely be unmeasured similarities between scieties with shared histrical rts and traditins.
Eclgy isn't the nly reasn peple arund the wrld think and behave differently. But ur wrk suggests that, at least in part, ur envirnments shape ur cultures.
28. Which best explains why peple are cmfrtable being in clse quarters in public?
A. They are friendly t each ther.
B. They like staying in public places.
C. They enjy spending time with thers.
D. They live in a place with cld temperatures.
29. What d we knw abut the Ec Cultural Dataset?
A. It's a cmbinatin f humans and nature.
B. It's a cmbinatin f ec lgy and culture
C. It's a cmparisn between thery and practice.
D. It's a cmparisn between ec lgy and culture.
30. What did the authr s lab want t find ut?
A. Where cultural differences cme frm.
B. Whether eclgical features affect culture.
C. Hw strng the eclgy-culture cnnectin is.
D. Why cultural differences between scieties exist.
31. What is the cnclusin f the authr's study?
A. Shared traditins lead t cultural similarities.
B. There are cultural differences between scieties.
C. Cultures are shaped by the envirnments peple live in.
D. Cultural differences partly cme frm eclgical factrs.
D
Hw ften is yur mind quiet? If yu're a typical human being, the answer is prbably very rarely. Fr mst f ur days, ur attentin is fcused n external things—the tasks f ur jbs, TV prgrams, r scial media interactins. In the mments when ur attentin isn't fcused externally, it's usually fcused n what is called “thught-chatter”—a stream f mental assciatins cnsisting f expectatins f the future, memries, daydreams, and s n.
But frm time t time, we all experience mments when ur thught-chatter quiets dwn, r even disappears altgether. In these mments, we experience a sense f great well-being. We feel a sense f inner harmny. We feel as if we're free f prblems, and feel satisfied with ur lives as they are.
There are many activities that have the effect f quieting ur minds, and s prduce a state f well-being. Fr example, think abut what happens when yu-g walking in the cuntryside. Yu might feel stressed when yu start ut, but slwly, after-a cuple f miles, yur mind begins t settle dwn. The beauty and stillness f nature attracts yur attentin and yu're n lnger in yur thught-chatter. By the end f the walk yu feel almst like a different persn. Yu feel mre alive, and much happier—largely because yur mind is nw quiet.
This is why peple lve t lk at beautiful wrks f art. When peple see the paintings f Mnet r van Ggh, they experience a mind-stp ping mment, in which they're taken ut f their thinking minds and experience a sense f great well-being.
The strange thing is, thugh, that mst f the time this happens uncnsciusly(不知不覺(jué)地). We usually dn't assciate this well-being with a quiet mind. And we usually dn't think f a quiet mind as the aim r result f these activities.
Our estimate f hw enjyable an activity is may depend n its mind-stp ping capacity. In ther wrds, the very best perfrmances—and the mst rewarding activities—are thse which are s attractive and intense that they can cmpletely stp ur minds.
I'm nt saying that inner quietness is the nly reasn why we enjy these activities. Nevertheless, we shuld certainly becme mre aware f the assciatin f a quiet mind with well-being. And at the same time we shuld be aware that it's pssible fr us t cnsciusly and directly create a quiet mind; rather than as a byprduct f certain activities. And in the end we might develp a permanent quiet mind and attain a state f nging cntent and harmny.
32. What can be inferred abut thught-chatter?
A It requires a lt f practice.
B. It might be unpleasant at times.
C. It might be a talk with a friend.
D. It helps reach a state f silence.
33. What are the examples f activities mentined in the text mainly abut4
A. What activities lead t well-being.
B. What can be dne t reduce stress.
C. Hw we can make ur minds quiet.
D. Hw mental quietness leads t well-being.
34. Hw can we determine hw much pleasure an activity can give us?
A. By judging hw much stress it can increase.
B. By judging whether it takes place uncnsciusly.
C. By judging t what extent it can quiet ur minds
D. By judging whether it assciates with well-being.
35. What des the authr intend t highlight in the last paragraph?
A. Creating a. quiet mind fr all time.
B. Living a peaceful life permanently.
C. Being in harmny with inner quietness.
D. Participating in activities fr inner quietness.
第二節(jié) (共5小題; 每小題2.5分, 滿分12.5分)
閱讀下面短文，從短文后的選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Ten years ag, nt many families in the United States wuld cnsider hmeschling a serius ptin fr their children. There were negative feelings abut hmeschling, especially amng schl educatrs, wh cnsidered it crazy r irrespnsible. But things have changed nw. 36 As hmeschling becmes mre widely practiced, schl cmmunities are becming far mre accepting and recgnize that it can meet real needs.
37 Hmeschling prvides cmmunity life that is valuable t children. Participating in-cmmunity life, hmeschled children relate scially with a wide variety f peple. 38 Withut scial pressure frm age-separated classrms, kid feel mre cmfrtable frming friendships.
39 We ften hear parents and kids talk abut hw relieved they feel frm being free d f traditinal schling and nightly hmewrk. With independent learning, they have mre time t talk and listen; mre time t spend in libraries, museums, and cncert halls; r t hike, ride bikes, read, r think. These changes are what happens when family life is driven by the needs f families, rather than the needs f institutins.
Hmeschling als creates better learning envirnments fr children wh have been wrngly cnsidered as having all srts f imaginary “l(fā)earning prblems” in public and private schls. The educatrs want the children t be fixed s that they will fit; the parents crrectly sense that their children are fine and nly need smething different: mre space, freedm t mve, a safe envirnment, r respectful treatment frm thers. 40
A. Hmeschling helps children l braden their knwledge.
B. In hmeschling families, life is likely t be less stressful.
C. Sme peple chse hmeschling fr scializatin benefits.
D. Hmeschling success stries are ften reprted in the media.
E. Peple can see hw easy it is t get alng with hmeschled kids.
F. Fr these families, hmeschling helps a child build a life that wrks.
G. The cmbinatin f tw kinds f schling has a great effect n a child.
第三部分語(yǔ)言運(yùn)用(共兩節(jié)，滿分30分)
第一節(jié) (共15小題；每小題1分，滿分15分)
閱讀下面短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。
My passin has always been caring fr animals. That's why I 41 at Bidcawee. Bideawee is a shelter(收容所) fr cats and dgs, where all the animals are equally 42 . Whether the cat r the dg stays fr a day r years, each ne has a special place in my heart.
Mst f the shelter dgs are s gentle and friendly that they cause me t wnder why n ne has taken them43 yet. The thers need a bit f 44 and lve t warm up, but nce they 45 yu, yu fall in lve with them. One f my favrites is a dg called Lla. She always bar k at strangers. Hwever, nce she sees yu ften and gets 46 arund yu, she greets yu with her tail wagging(搖擺), side t side.
A cmmn characteristic with all f the dgs, thugh, is that they can adapt t changes and 47 the life at the shelter. And that's what I find s amazing abut them. Timmy is a 7-year-ld dg that was 48 after arund six years with his wner. Nevertheless, he desn't just stay there, thinking abut the past and 49 bis persn t cme back. Instead, he fcuses n the 50 and is friendly with everyne. A tw-year-ld dg called Nb lst leg in a car accident. Hwever, he plays with ther fur-legged dgs 51 , as if the injury didn't bther him.
Bidcawee cnstancy 52 their vlunteers, but t me, they have dne mre fr me than I culd ever give t them. I truly enjy every mment I 53 at this animal shelter, which gives me a 54 t be with all these lvely dgs and cats. It is definitely ne f my mst rewarding 55
41. A. learn B. vlunteer C. live D. bserve
42. A. lved B. tested C. shwn D. intrduced
43. A. there B. ut C. hme D. frward
44. A. assistance B. time C. effrt D. supprt
45. A. apprach B. cntact C. discver D. recgnize
46. A. curius B. cmfrtable C. active D. cnfident
47. A. get used t B. get ready fr C. are familiar with D. are tired f
48. A. injured B. raised C. abandned D. adpted
49. A. directing B. reminding C. requiring D. expecting
50. A. present B. future C. changes D. memries
51. A. quietly B. separately C. differently D. nrmally
52. A. helps B. meets C. invites D. thanks
53. A. spare B. chse C. spend D. remember
54. A. dream B. chance C. jb D. duty
755. A. experiences B. achievements C. strategies D. imprvements
第二節(jié) (共10小題; 每小題1.5分, 滿分15分)
閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。
A grup f children in Zimbabwe, a cuntry in sutheast Africa, are clsely fllwing a series f martial arts(武術(shù)) mvements 56. (perfrm) in a slw and fcused manner accmpanied by deep breathing, 57. their eyes fixed n their Chinese tai chi master.
Actually,58. grup f tai chi enthusiasts are enjying the pwer f cncentratin under the guidance f their instructr, 45-yeat-ld Zhu Wei, 59. is the captain f the Chinese medical team in Zimbabwe.
“Tai chi increases fcus and makes students, frm schl children t cllege students, 50. (cncentrate)n studies.” he says.
Tai chi is a mind-bdy exercise rted in multiple Chinese traditins, including martial arts, 51. (traditin) Chinese medicine and philsphy. It emphasizes a mind-bdy cnnectin 52. (use) gentle mvements, meditatin(冥想) and deep breathing.
Martial arts 63. (recgnize) as a fitness practice, with a wide range f health benefits. Zhu says tai chi prvides mental health benefits like imprved fcus, as well as decreased stress, anxiety and depressin. In additin, it can imprve a 64. (child) cnfidence and physical strength.
Organizer f the children's events Abraham Matuka says keeping yungsters busy and entertained with activities like tai chi 65. (help) meet challenges f drug and ther teenager crimes in lw-incme twnships.
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.你校一年一度的藝術(shù)節(jié)即將來(lái)臨。你們班為藝術(shù)節(jié)準(zhǔn)備了一個(gè)英語(yǔ)短劇。請(qǐng)給外教Miss Ellis寫一封郵件.內(nèi)容包括：
1.介昭你校的藝術(shù)節(jié)：
2.休班的準(zhǔn)備：
3.請(qǐng)求指導(dǎo)。
注意：
1.寫作詞數(shù)應(yīng)為80左右：
2.請(qǐng)按如下格式在答面卡的相應(yīng)位豎作爸
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(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Lisa Sweeney is a 32-year-ld mail carrier in Staten Island, New Yrk. Fur mnths ag, she nticed that smething wasn't right at ne f the hmes n her rte. It was her quick actin that made all the difference.
One afternn in August, an ld wman named Mari e Byer, wh lived alne, fell at the ft f the stairs in her hme. She was just lying uncnscius(昏迷的) n the flr.
The next afternn, her re gular mail carrier, Lisa Sweeney, passed by and nticed smething unusual. Thugh she and Marie hadn't had much cnversatin ver the years, Lisa knew her habits. She was surprised nt t see Marie wrking in her garden, because she usually spent mst afternns there when the weather was fine.
I just had a feeling in my heart that Marie was inside. “Lisa recalls. She went straight rund t the back f the huse, thinking that the ld wman might be in the kitchen, but she didn't find anybdy there. Puzzled, Lisa returned t the frnt f the huse and kncked bar d n the dr. There was n answer. She thught that this was very strange, s she kncked n a neighbr's dr, but he'd been away n vacatin and arrived hme just a shrt time befre s he didn't knw anything. Just then Lisa nted that Mane's bttle f milk, which was delivered early in the mrning, was still n the drstep. It was a clear warning sign.
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。
“I must get in t see what's happened.” Lisa said t herself.
Lisa's quick actin nt nly saved a life but als started a friendship.
名校聯(lián)考聯(lián)合體2025屆新高三年級(jí)入學(xué)摸底考試
英語(yǔ)參考答案
21. D。根據(jù)“yu’ll have t apply fr a timed ticket t enter”可確定答案。
22. A。根據(jù)“there are mving exhibits shwing hw imprtant histrical events have been reprted”,并結(jié)合新聞工作者報(bào)道9/11恐襲事件的例子可知，參觀者可在新聞博物館了解到一些有關(guān)新聞的故事。
23. A。根據(jù)最后兩段內(nèi)容可知，華盛頓國(guó)家藝術(shù)館分為東樓和西樓，現(xiàn)代藝術(shù)作品在東樓展出(Inside the light-filled East Building there's mdern art)。
24. C。根據(jù)“a key reasn is that… there has been minimal research dne n peratinal aspects such as statin density(密度) and bike-availability levels”可確定答案。自行車共享系統(tǒng)沒(méi)能充分發(fā)揮其作用,一個(gè)重要的原因是對(duì)系統(tǒng)如何運(yùn)營(yíng)研究極少，所以要加強(qiáng)這方面的考慮和研究，以便使自行車共享系統(tǒng)發(fā)揮更大的作用。
25. C。該研究分析自行車共享系統(tǒng)的兩個(gè)方面(Accessibility and Availability)對(duì)共享單車出行量的影響。根據(jù)第五段中的“accessibility, r hw far the user must walk t reach statins”可知, accessibility 表示“共享單車站可達(dá)性”，即用戶必須步行多遠(yuǎn)才能到達(dá)共享單車站。概括第六段內(nèi)容可推斷，availability 表示“自行車可用性”，即在共享單車站找到自行車的可能性。
26.B。根據(jù)倒數(shù)第二段內(nèi)容可確定答案。
27.B。本文首段提出目前自行車共享系統(tǒng)并沒(méi)有充分發(fā)揮其作用，所介紹的有關(guān)自行車共享系統(tǒng)的研究從“共享單車站可達(dá)性(accessibility)”和“自行車可用性(availability)”兩個(gè)方面進(jìn)行分析,均圍繞一個(gè)中心內(nèi)容:如何充分利用自行車共享系統(tǒng)。
28.D。本文所介紹的研究涉及的是生態(tài)(eclgy)對(duì)文化的影響。首段提示與主題有關(guān)的內(nèi)容，從生態(tài)與文化的角度列舉了相關(guān)的例子，所以答案與生態(tài)有關(guān)。有關(guān)生態(tài)的范疇在第三段有所介紹，其中也有“temperature”。
29. B。概括第四段內(nèi)容,聚焦“data n nine key features f eclgy…and dzens f aspects f human cultural variatin...”可確定答案。
30. C。根據(jù)第五段“Using this data set, we were able t generate a range f estimates fr just hw much f human cultural variatin can be explained by eclgy.”可確定答案。
31.D。根據(jù)最后一段內(nèi)容可確定答案。另外三個(gè)選項(xiàng)的內(nèi)容不能作為該研究的結(jié)論。
32. B。 “thught-chatter”指頭腦里的一些雜亂想法。根據(jù)第二段內(nèi)容可知,當(dāng)頭腦里的“thught-chatter”消停后,我們便可感受到一種幸福感(we experience a sense f great well-being. We feel a sense f inner harmny. We feel as if we're free f prblems, and feel satisfied with ur lives as they are.),據(jù)此可推斷,“thught-chatter”有時(shí)可能是使人不愉快的。
33. D。第三、四段所舉的活動(dòng)例子是用來(lái)說(shuō)明寧?kù)o的內(nèi)心引起產(chǎn)生幸福感的過(guò)程。第三段首句“There are many activities that have the effect f quieting ur minds, and s prduce a state f well-being.”為段落主題句,其余部分圍繞該主題進(jìn)行敘述。
34. C。根據(jù)倒數(shù)第二段首句“Our estimate f hw enjyable an activity is may depend n its mind-stpping capacity.”可確定答案。mind-stpping capacity:讓頭腦平靜下來(lái)的能力。
35. A。根據(jù)最后一段中的“And at the same time we shuld be aware that it's pssible fr us t cnsciusly and directly create a quiet mind, rather than as a byprduct f certain activities. And in the end, we might develp a permanent quiet mind and attain a state f nging cntentment and harmny.”可看出,作者在結(jié)尾段所強(qiáng)調(diào)的是有意識(shí)地、直接地去創(chuàng)造一種平靜的內(nèi)心，而不是某些活動(dòng)的副產(chǎn)品，最終發(fā)展成一種永久平靜的心靈，獲得一種持續(xù)的滿足與和諧。
36.D。邏輯銜接句。聯(lián)系上句及下句內(nèi)容可確定答案。
37. C。段落主題句。本段中心內(nèi)容為“scializatin benefits(社會(huì)化的好處)”。
38.E。邏輯銜接句。聯(lián)系上句及下句內(nèi)容可確定答案。
39. B。段落主題句。本段中心內(nèi)容為“l(fā)ife is likely t be less stressful”。
40.F。邏輯銜接句。聯(lián)系上句內(nèi)容可確定答案。
41. B。根據(jù)最后一段中的“Bideawee cnstantly 52. thanks their vlunteers, but t me...”可確定答案。
42.A。動(dòng)物在動(dòng)物收容所得到了平等的關(guān)愛(ài)。
43.C。動(dòng)物收容所里的動(dòng)物是等待人們?nèi)ナ震B(yǎng)的。
44.B。前句表示動(dòng)物收容所里大多數(shù)動(dòng)物是溫和的和對(duì)人友好的；本句表示有一些動(dòng)物在與人形成友好關(guān)系之前需要一點(diǎn)時(shí)間和關(guān)愛(ài)，來(lái)進(jìn)行關(guān)系上的預(yù)熱。
45. D。recgnize：認(rèn)出。本段敘述狗與人之間的關(guān)系發(fā)展過(guò)程，圍繞“陌生——認(rèn)出——親熱”展開(kāi)敘述。
46. B。cmfrtable：愉快放松的。這表明狗與人之間形成了親密的關(guān)系。
47.A。get used t：逐漸習(xí)慣于；適應(yīng)。狗能夠適應(yīng)變化的情況，逐漸習(xí)慣動(dòng)物收容所的生活。本段圍繞該內(nèi)容展開(kāi)敘述。
48. C。abandned:被拋棄的。
49. D。expect:期待。根據(jù)上句內(nèi)容可確定答案。
50. A。the present:當(dāng)下;目前。根據(jù)本段的段落主題句“they can adapt t changes and 47. get used t the life at the shelter”以及上句中“he desn’t just stay there, thinking abut the past…”可確定答案。
51. D。nrmally:平常地。根據(jù)本段的段落主題句以及“as if the injury didn’t bther him”可確定答案。
52. D。根據(jù)“but t me, they have dne mre fr me than I culd ever give t them”可確定答案。動(dòng)物收容所很感謝志愿者們的幫助，但作者認(rèn)為動(dòng)物收容所給予自己的要多于自己所付出的。
53.C。作者很享受在動(dòng)物收容所度過(guò)的每時(shí)每刻。
54. B。 chance:機(jī)會(huì)。
55.A。作者作為動(dòng)物收容所的志愿者和動(dòng)物們?cè)谝黄?，這是一種經(jīng)歷。
56. perfrmed。動(dòng)詞-ed短語(yǔ)作后置定語(yǔ),修飾“martial arts mvements”。
57. with。此處為 with 復(fù)合結(jié)構(gòu)。
58. the。此處“the grup f tai chi enthusiasts”指上段中的“A grup f children in Zimbabwe”。再次提及時(shí)grup前要用定冠詞the。
59. wh。此處 wh為關(guān)系代詞引導(dǎo)一個(gè)非限制性定語(yǔ)從句；定語(yǔ)從句修飾 Zhu Wei。
60. cncentrate。動(dòng)詞 make 后接省略t的不定式作賓補(bǔ)。
61. traditinal。形容詞形式作定語(yǔ)修飾“Chinese medicine”。
62. using。動(dòng)詞-ing短語(yǔ)作方式狀語(yǔ)。
63. are recgnized。被動(dòng)語(yǔ)態(tài)。主語(yǔ)“Martial arts”與 recgnize 之間為被動(dòng)關(guān)系。be recgnized as:被公認(rèn)為。
64. child’s。名詞所有格修飾“cnfidence and physical strength”。
65. helps。動(dòng)詞-ing短語(yǔ)作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞用單數(shù)形式。
第四部分
第一節(jié)
【參考范文】
Dear Miss Ellis,
I'm writing t ask fr yur help. Our schl hlds an annual art festival at which we students give a variety f perfrmances, such as singing, dancing, shrt plays, painting and calligraphy. With this year's art festival appraching, we are nw busy making preparatins fr it. The perfrmance t be given by my class is an English shrt play abut the schl life. S, wuld yu mind if we ask yu t give us sme guidance n ur perfrmance? We wuld greatly appreciate it.
I'm lking frward t yur reply.
Yurs sincerely,
Li Hua
【評(píng)分標(biāo)準(zhǔn)】
一、評(píng)分原則
根據(jù)內(nèi)容要點(diǎn)的完整性，應(yīng)用詞匯和語(yǔ)法結(jié)構(gòu)的豐富性和準(zhǔn)確性以及上下文的連貫性綜合評(píng)分。
按六個(gè)檔次進(jìn)行評(píng)分：
第六檔(13~15分)
完全完成試題規(guī)定的任務(wù)。
——覆蓋所有內(nèi)容要點(diǎn)。
——應(yīng)用較多的語(yǔ)法結(jié)構(gòu)和詞匯。
——語(yǔ)法結(jié)構(gòu)或詞匯方面有些許錯(cuò)誤，但為盡力使用較復(fù)雜結(jié)構(gòu)或較高級(jí)詞匯所致。具備較強(qiáng)的語(yǔ)言運(yùn)用能力。
---有效地使用語(yǔ)句間的連接成分，使全文結(jié)構(gòu)緊湊。
完全達(dá)到預(yù)期的寫作目的。
參照第六檔評(píng)分標(biāo)準(zhǔn)，視被評(píng)作文的不足程度酌情按下面檔次評(píng)分：
第五檔(10~12分)
完全完成試題規(guī)定的任務(wù)。
——雖漏掉1~2個(gè)次重點(diǎn)，但覆蓋所有主要內(nèi)容。
——應(yīng)用的語(yǔ)法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求。
——語(yǔ)法結(jié)構(gòu)或詞匯方面應(yīng)用基本準(zhǔn)確，些許錯(cuò)誤主要是因嘗試較復(fù)雜的語(yǔ)法結(jié)構(gòu)或詞匯所致。
——使用簡(jiǎn)單的語(yǔ)句間連接成分，使全文結(jié)構(gòu)緊湊。
達(dá)到預(yù)期的寫作目的。
第四檔(7~9分)
基本完成試題規(guī)定的任務(wù)。
——雖漏掉一些內(nèi)容，但覆蓋所有主要內(nèi)容。
——應(yīng)用的語(yǔ)法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求。
——有一些語(yǔ)法結(jié)構(gòu)或詞匯方面的錯(cuò)誤，但不影響理解。
——使用簡(jiǎn)單的語(yǔ)句間連接成分，使全文內(nèi)容連貫。
整體而言，基本達(dá)到預(yù)期的寫作目的。
第三檔(4~6分)
未適當(dāng)完成試題規(guī)定的任務(wù)。
——漏掉或未描述清楚一些主要內(nèi)容，寫了一些無(wú)關(guān)內(nèi)容。
——語(yǔ)法結(jié)構(gòu)單調(diào)，詞匯項(xiàng)目有限。
——有一些語(yǔ)法結(jié)構(gòu)或詞匯方面的錯(cuò)誤，且影響對(duì)寫作內(nèi)容的理解。
——較少使用語(yǔ)句間的連接成分，內(nèi)容缺乏連貫性。
信息未能清楚地傳達(dá)給讀者。
第二檔(1~3分)
未完成試題規(guī)定的任務(wù)。
——明顯漏掉主要內(nèi)容，寫了一些無(wú)關(guān)內(nèi)容，原因可能是未理解試題的要求。
——語(yǔ)法結(jié)構(gòu)單調(diào)，詞匯項(xiàng)目有限。
——較多語(yǔ)法結(jié)構(gòu)或詞匯方面的錯(cuò)誤，且影響對(duì)寫作內(nèi)容的理解。
——缺乏語(yǔ)句間的連接成分，內(nèi)容不連貫。
信息未能清楚地傳達(dá)給讀者。
第一檔(0分)
——未能傳達(dá)給讀者任何信息：內(nèi)容太少，無(wú)法評(píng)判；所寫內(nèi)容均與所要求內(nèi)容無(wú)關(guān)或所寫內(nèi)容無(wú)法看清。
二、說(shuō)明
1.要點(diǎn)分(每個(gè)要點(diǎn)3分)
1)介紹你校的藝術(shù)節(jié)
2)你班的準(zhǔn)備
3)請(qǐng)求指導(dǎo)
2.詞數(shù)少于60的，從總分中減去1~2分。
3.如書(shū)寫較差影響交際，降低一個(gè)檔次計(jì)分。
第二節(jié)
【參考范文】
“I must get in t see what's happened,” Lisa said t herself. S she walked rund the huse until she fund an pen windw thrugh which she managed t get int the huse. There, at the ft f the stairs, she fund Mari e lying uncnscius. Realizing there was little she culd d fr Marie, she immediately called the hspital fr help. It wasn't lng befre an ambulance arrived and Marie was taken t hspital withut delay. Later that day, t her great relief, Lisa learned that Marie was ut f danger thanks t the timely rescue.
Lisa's quick actin nt nly saved a life but als started a friendship. Since that August day, Lisa and Marie have develped a very special bnd. They treat each ther as a family member. Marie always asks Lisa in fr a cup f tea whenever she sees her passing by and Lisa never fails t bring Marie things she needs. “She's given me a secnd life and I’ve gt a daughter t lve,” says Marie. Fr Lisa, the rescue has cmpletely changed her life. It seems mre beautiful and meaningful t her.
【評(píng)分標(biāo)準(zhǔn)】
一、評(píng)分原則
根據(jù)內(nèi)容要點(diǎn)的完整性，應(yīng)用詞匯和語(yǔ)法結(jié)構(gòu)的豐富性和準(zhǔn)確性以及上下文的連貫性綜合評(píng)分。
按六個(gè)檔次進(jìn)行評(píng)分：
第六檔(21~25分)
——與所給短文融洽度高，與所提供的各段落開(kāi)頭語(yǔ)銜接合理。
——內(nèi)容豐富，利用了文中的關(guān)鍵信息。
——所使用語(yǔ)法結(jié)構(gòu)和詞匯豐富，準(zhǔn)確，可能有些許錯(cuò)誤，但完全不影響意義表達(dá)。
——有效地使用語(yǔ)句間的連接成分，使所續(xù)寫短文結(jié)構(gòu)緊湊。
參照第六檔評(píng)分標(biāo)準(zhǔn)，視被評(píng)作文的不足程度酌情按下面檔次評(píng)分：
第五檔(16~20分)
——與所給短文融洽度較高，與所提供的各段落開(kāi)頭語(yǔ)銜接較為合理。
——內(nèi)容比較豐富，基本利用了文中的關(guān)鍵信息。
——所使用語(yǔ)法結(jié)構(gòu)和詞匯較為豐富，準(zhǔn)確，可能有些許錯(cuò)誤，但不影響意義表達(dá)。
——比較有效地使用語(yǔ)句間的連接成分，使所續(xù)寫的短文結(jié)構(gòu)緊湊。
第四檔(11~15分)
——與所給短文關(guān)系較為密切，與所提供的各段落開(kāi)頭語(yǔ)有一定程度的銜接。
——寫出了若干有關(guān)內(nèi)容，部分利用了文中的關(guān)鍵信息。
——應(yīng)用的語(yǔ)法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求，雖有一些錯(cuò)誤，但不影響意義表達(dá)。
——使用簡(jiǎn)單的語(yǔ)句間連接成分，使全文內(nèi)容連貫。
第三檔(6~10分)
——與所給短文有一定的關(guān)系，與所提供的各段落開(kāi)頭語(yǔ)有一定程度的銜接。
——寫出了一些有關(guān)內(nèi)容，較少利用文中的關(guān)鍵信息。
——語(yǔ)法結(jié)構(gòu)單調(diào)，詞匯項(xiàng)目有限，有語(yǔ)法結(jié)構(gòu)和詞匯方面的錯(cuò)誤，且影響了意義的表達(dá)。
——較少使用語(yǔ)句間的連接成分，全文內(nèi)容缺少連貫性。
第二檔(1~5分)
——與所提供短文和開(kāi)頭語(yǔ)的銜接較差。
——寫出的內(nèi)容較少，很少利用文中的關(guān)鍵信息。
——語(yǔ)法結(jié)構(gòu)單調(diào)，詞匯項(xiàng)目很有限，有較多語(yǔ)法結(jié)構(gòu)和詞匯方面的錯(cuò)誤，嚴(yán)重影響了意義的表達(dá)。
——缺乏語(yǔ)句間的連接成分，全文內(nèi)容不連貫。
第一檔(0分)
----白卷、內(nèi)容太少無(wú)法評(píng)判或所寫內(nèi)容與所提供內(nèi)容無(wú)關(guān)。
二、說(shuō)明
1.主要要點(diǎn)：(每個(gè)要點(diǎn)3分)
續(xù)寫段一：
1) Lisa 設(shè)法進(jìn)入室內(nèi)
2) Lisa發(fā)現(xiàn)了 Marie
3) Marie 獲救
續(xù)寫段二：
4) Lisa 與 Marie之間的友誼
5) Marie的感想
6) Lisa的感想
2. 詞數(shù)少于120的，從總分中減去1~2分。
3.如書(shū)寫較差影響交際，降低一個(gè)檔次計(jì)分。
注：讀后續(xù)寫
1.第一段內(nèi)容應(yīng)為 Lisa想辦法進(jìn)入室內(nèi)(可以自己爬窗進(jìn)入或喊鄰居幫忙破門等)并發(fā)現(xiàn) Marie的情況不妙，接著打急救電話或親自開(kāi)車送往醫(yī)院。最終Marie轉(zhuǎn)危為安。此段重點(diǎn)為動(dòng)態(tài)描寫如動(dòng)作，結(jié)合其他維度如心理、語(yǔ)言等。
2.第二段內(nèi)容應(yīng)為 Marie因?yàn)?Lisa的這次救命之恩，她倆成為了好朋友以及此事帶給雙方的感悟。此段重點(diǎn)為靜態(tài)描寫如敘述、心理等。
3.如果某一段空白或者所寫內(nèi)容完全不合理，最高給13分。
4.如果出現(xiàn)無(wú)關(guān)人物(醫(yī)護(hù)人員算有關(guān)人物)，降一檔處理。
5.其他不合理情節(jié)酌情扣分。
6.書(shū)寫影響交際降一檔處理。
7.評(píng)分時(shí)，先看續(xù)寫情節(jié)是否合理，若合理，定檔15分，再根據(jù)語(yǔ)言表達(dá)往上或往下給分；若些許不合理，視情況定15分以下，再按語(yǔ)言表達(dá)給分；嚴(yán)重不合理，無(wú)論語(yǔ)言表達(dá)，不超過(guò)15分。
聽(tīng)力材料
Text 1
W: Hw many cuntries have yu visited s far?
M: Japan, Australia and Russia. I'll be back hme in France next week.
Text 2
M: Hw abut inviting Mike t the meeting tmrrw evening?
W: Inviting Mike? He's the ne wh's planning the whle thing.
Text 3
W: Excuse me. Where is the railway statin, please?
M: Well, g alng Suth Street, turn left at the traffic lights and walk alng West Street fr abut five minutes. Yu can't miss it.
Text 4
W: Hell? This is Martha White at 274 Bagley Rad. I'm having truble with my TV, and I need smene t cme t my hme and fix it. This is the third time I've called!
M: My aplgies, Ms. White. We will send smene t yur hme tmrrw mrning at 8 a. m.
Text 5
M: Answer the telephne, Sue. I'm typing an article.
W: But Dad, I'm washing my hair.
M: Then, ask Jane t d it.
Text 6
W: Cngratulatins, Mark! Yu are famus nw.
M: Famus?
W: Yes. There's an article abut yu in the paper and peple are nw talking abut it.
M: Really? What's it abut?
W: Abut yur shp. It's gd fr business, yu knw.
M: Yes, thank yu. I'll find the paper and have a lk.
W: I can get ne fr yu.
Text 7
W: Hi, may I have yur name?
M: Steven.
W: Okay. Steven, what des Christmas mean t yu?
M: Giving but nt expecting t get.
W: What des that mean: Giving but nt expecting?
M: Well, ne thing that I d is secret giving.
W: Secret giving? Hw des that wrk?
M:I g t the huse f smebdy that I want t give a gift t, put the gift at the dr, ring the drbell, and then hide.
W: Ring the drbell and hide? Uh, s yu're nt expecting smething; yu just want t be generus t sme ne else. Is that right?
M: Yeah. That's crrect.
Text 8
M: Mm, can I g utside t play?
W: Well, did yu get yur Saturday's wrk dne?
M: Ah, Mm. D I have t?
W: Well, yu knw the rules. N playing until the wrk is dne.
M: S, what is my wrk?
W: Well, first yu have t clean the bathrm including the tilet.
M: N, I want t d the family rm.
W: Well, kay, but be sure t dust everything. Oh, and dn't frget t wipe the walls. Next, sweep the kitchen flr. And...
M: Mre?
W: Yeah. And then make yur bed, and pick up all yur tys and put them away. While yu're ding yur wrk, I'll be ut in the yard pulling weeds.
M: Okay.
Text 9
M: Susan, er…did I tell yu abut the party?
W: Party? What party?
M: Well... er... yu see, there's a traditin at the cllege. When a teacher there buys a huse he has t... he has t...
W: ‘has t give a party’? Is that what yu’re ging t say?
M: Yes, I'm afraid s. S we need sme beer and wine and cheese fr tmrrw evening.
W: What? Tmrrw evening! Why didn't yu tell me this sner?
M: Well... I suppse I frgt. I'm terribly srry. I really am!
W: Oh, well, I suppse if we have t give a party, we have t. Hw many peple did yu invite? Only nine r ten, I hpe.
M: Er... mre than that, actually. I had t invite all the teachers and nt just sme f them. I had t!
W: What? Are yu mad? It isn't just beer and wine and cheese we need. We need much mre than that! Much mre!
M: I dn't understand. What d yu mean?
W: We need a bigger huse!
Text 10
Hell, everyne. I am very pleased t welcme yu t Walnut Hill Schl. Walnut Hill is an independent secndary schl fr the arts. The schl has a lng histry and has been an educatinal leader since it was set up in1893. Tday Walnut Hill Schl is ne f the famus secndary schls fr the arts in the wrld. We ffer intensive arts training t yung artists frm all ver the wrld, including ballet, music, theater, visual art, and writing.
Walnut Hill is a magic al place and has trained and brught up a lt f excellent artists. Everyne at Walnut Hill aims high and is wrking very hard. At Walnut Hill, hard wrk in the arts is hard fun. As Mark Twain wrte: “When I lk back at my first effrt and cmpare it with my latest, it seems unbelievable that I have climbed s high.” We invite yu t climb with us, t becme a valued member f ur cmmunity f artists. We believe that Walnut Hill is the best f all pssible wrlds and getting better all the time!
I sincerely hpe that yu feel inspired t visit ur campus, attend a perfrmance, view an exhibit, read a pem, r meet peple wh may inspire yu t sing, dance, write, see, r think slightly differently. Dear Miss Ellis,
I'm writing t ask fr yu help.
Yurs sincerely
Li Hua
題序
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
答案
B
B
A
A
C
C
B
A
A
B
C
B
A
C
B
題序
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
答案
B
C
C
A
C
D
A
A
C
C
B
B
D
B
C
題序
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
答案
D
B
D
C
A
D
C
E
B
F
B
A
C
B
D
題序
46
47
48
49
50
51
52
53
54
55





答案
B
A
C
D
A
D
D
C
B
A





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