考生須知：
1.本卷側(cè)重：高考評(píng)價(jià)體系之基礎(chǔ)性。
2.本卷怎么考：①考查應(yīng)對(duì)基礎(chǔ)性素材的能力（閱讀C）；②考查應(yīng)對(duì)基礎(chǔ)性設(shè)題的能力（題51、54、55）。
3.本卷典型情境題：閱讀C、D；閱讀第二節(jié)。
4.本卷測(cè)試范圍：高考全部?jī)?nèi)容。
第一部分 聽(tīng)力（共兩節(jié)，滿分30分）
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。
1. Where are the speakers prbably?
A. In a restaurant. B. On a plane. C. In a cafeteria.
2. Hw des the man feel?
A. Impatient. B. Wrried. C. Excited.
3. What des the wman like ding n sunny days?
A. Explring the city.
B. Staying with her friends.
C. Watching a mvie.
4. Hw des the wman practice her English?
A. By talking with natives nline.
B. By ging t the English Crner.
C. By lking thrugh English websites.
5. What des the wman really mean?
A. Mike is always lying.
B. Mike shuld give her a dllar.
C. Mike lses many imprtant things.
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’s the prbable relatinship between the speakers?
A. Teacher and student. B. Father and daughter. C. Dctr and patient.
7. What is likely t blame fr Janis’s sickness?
A. The flu. B. The fd. C. The street’s nise.
聽(tīng)第7段材料，回答第8、9題。
8. Where des the wman want t g?
A. T a beach. B. T a stadium. C. T a restaurant.
9. Hw is the man’s wrk in his pinin?
A. Stressful. B. Simple. C. Rewarding.
聽(tīng)第8段材料，回答第10至12題。
10. What des Bb think f mtrcycle racing after the accident?
A. It’s t dangerus. B. It’s still attractive. C. It’s mre than painful.
11. Hw lng des Bb need t stay in bed all thrugh?
A. Abut tw weeks. B. Abut three weeks. C. Abut five weeks.
12. What did the wman give t Bb?
A. Sme magazines. B. Sme medicine. C. Sme flwers.
聽(tīng)第9段材料，回答第13至16題。
13. Hw did the wman feel befre the laser surgery?
A. Calm. B. Nervus. C. Embarrassed.
14. Hw sn d mst patients g back t wrk after the laser surgery?
A. One day later. B. One week later. C. One mnth later.
15. What side effect did Jasn’s uncle suffer after the laser surgery?
A. He culdn’t see very well at night.
B. His eyes became smaller than befre.
C. He culd feel smething inside his eyes.
16. What des the wman think f the laser surgery in general?
A. It needs imprving. B. It causes incnvenience. C. It prves t be safe.
聽(tīng)第10段材料，回答第17至20題。
17. What des the speaker always check first after she gets up?
A. Her email. B. Her calendar. C. The weather.
18. What did the speaker and her wrkmates d tday?
A. They had lunch tgether.
B. They read sme magazines.
C. They visited a fashin shw.
19. What is the speaker’s jb prbably?
A. A secretary. B. An nline mdel. C. A magazine editr.
20. What is the speaker mainly talking abut?
A. Her daily rutine with her clleagues.
B. Her ne- day experience withut the Internet.
C. Sme changes in her jb in the future.
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
Staff as Students f Scial Justice
Abut the Prgram
The Staff as Students f Scial Justice （SSSJ） prgram is an pprtunity fr campus staff （frm the Divisin f Undergraduate Educatin and beynd） t audit（旁聽(tīng)） an American Cultures curse and participate in discussins abut timely and imprtant tpics. Pilted in fall2020, the SSSJ prgram is a unique pprtunity t learn first - hand frm leading schlars and American Cultures instructrs abut the intersectins f race, ethnicity, and gender; dig int subjects f persnal interests; and build cnnectins with faculty, students, and fellw staff clleagues.
Prgram Overview
● Attend nline lectures and meetings fr the cre curse.
● N exams, grades, r academic credits.
● Upn cmpletin, yu will receive a certificate signed by Vice Prvst fr Undergraduate Educatin Oliver O’ Reilly, which will be added t yur HR file.
● Supplemental readings will be available and encuraged — especially fr the guest schlars presenting t the SSSJ participants.
Staff discussin sectins will be led by Graduate Student Instructr David Maldnad （Berkeley Schl f Educatin） with flexible dates and a unified curriculum. The applicatin cycle fr spring 2025 is nw clsed. Fr questins abut future fferings, please email t sssj@berkeley. edu.
Remark
“The best thing abut the prgram was that I was able t gain a mre firm and nuanced understanding f the harms and inequities f the tech industry while having really thughtful cnversatins with ur prfessrs, my classmates, and flks frm the VCUE Divisin arund existing and imagined interventins int s many different aspects f tech in a lt f ther spaces frm art t jurnalism t activism.” — Sara Assadi - Nik, Prgram Crdinatr, Divisin f Summer Sessins, Study Abrad & Lifelng Learning.
21. What can the participants learn frm the prgram?
A. American histry.
B. American scial issues.
C. American after - schl activities.
D. American tech industry prjects.
22. Hw will the participants get a certificate?
A. By passing the exams.
B. By btaining academic credits.
C. By cmpleting supplemental readings.
D. By attending the nline lectures and meetings.
23. What des Sara Assadi - Nik think abut the prgram?
A. Cmplex. B. Unfair. C. Beneficial. D. Unique.
B
Curage is a huge theme in my life, a quality I cnstantly seek, appreciate, and analyze. The rt f “curage” is “cr”, the Latin wrd fr heart. Originally, curage meant “t speak ne’s mind by telling all ne’s heart”. While curage is ften assciated with herism nwadays, I believe true curage lies in being pen and hnest abut wh we are and hw we feel.
I recently witnessed an example f true curage. During a muntain- climbing trip with my 15 - year - ld daughter and sme cllege students, I nticed her struggling t keep up with the grup. Despite my suggestins fr having a rest, she persisted until she culdn’t breathe prperly.
Panicked, I called ut t the frnt fr help, but there was n respnse, and we had n cellphne signal. Frtunately, tw students just came back t check n us. They ffered assistance and calmed us dwn. As we cntinued at a slwer pace, they shared their wn experiences, frm starting ut as beginners like my daughter t becming cnsistently amng the first t reach the peak.
“Yu knw,” ne f them said, lking at my daughter, “I was just like yu when I started. But with practice and prper pace, yu’ll get there t.”
“Yeah, dn’t let yur lack f experience stp yu,” the ther added. “It’s kay t admit when yu’re struggling r nt feeling alright. In fact, it’s imprtant t speak up and ask fr help when yu need it. That’s hw we imprve and grw.”
Reaching the muntain tp was a huge relief fr bth my daughter and me. Hwever, the tw students addressed the celebrating grup directly, emphasizing the imprtance f staying tgether in tugh envirnments. Their wrds led the grup t aplgize t us fr verlking ur struggle.
I was ttally amazed at their bravery, and my daughter learned that it’s kay t be the least experienced in a grup. Curage, I’ve cme t realize, has a ripple effect. Each time we chse curage, we inspire thse arund us t be a little braver and make the wrld a little better.
24. Why des the authr mentin the riginal meaning f curage?
A. T argue fr the true essence f curage.
B. T questin the cmmn belief f curage.
C. T shw the changing meaning f curage.
D. T clarify different interpretatins f curage.
25. What did ne f the tw students suggest the authr’s daughter d?
A. Keep a suitable pace. B. Seek prfessinal suggestins.
C. Challenge her wn limit. D. Stay with experienced climbers.
26. Which behavir shws true curage accrding t the authr?
A. The tw students stayed with them.
B. The authr’s daughter tried hard nt t fall behind.
C. The grup celebrated their arrival at the muntain tp.
D. The tw students pinted ut the grup’s indifference.
27. What des the authr intend t tell us?
A. Curage means bravery in everything.
B. Mst peple with curage can succeed.
C. A beginner has t g thrugh mre struggles.
D. We dn’t have t be a her withut asking fr help.
C
In the digital wrld f endless cmparisns, a thught - prvking study by a team at Ruhr University Bchum reveals a startling truth: materialism n scial media fuels stress and reduces happiness. This research, cnducted thrugh an nline survey f ver 1, 200 participants, highlights the unique way scial media sustains materialistic attitudes and the subsequent impact n mental health.
Cnducted with a diverse grup f participants, the survey analyzed the scial media behavirs and psychlgical states f individuals, fcusing n their materialistic psts. The study emplyed six questinnaires t understand the participants’ materialistic attitudes, scial media habits, stress levels, and life satisfactin. The participants, averaging ver tw hurs a day n scial media, revealed a clear pattern: higher levels f materialism n scial media are assciated with lwer life satisfactin, increased stress symptms, and a higher risk f scial media addictin.
The study’s implicatins extend beynd numbers and charts. It suggests a wrrying trend where individuals seeking validatin（認(rèn)可） thrugh materialistic displays n scial media might be sacrificing their mental peace and happiness. Scial media addictin is characterized by cmpulsive use f scial media platfrms, ften at the expense f ther activities. Stress symptms can range frm anxiety t physical manifestatins like headaches r fatigue. What’s clear is that scial media may cause far mre harm t users than gd.
While the study acknwledges the risks assciated with scial media, especially fr materialistic individuals, Dr Ozimek advises against cmpletely abandning these platfrms. Instead, he suggests mindfulness in usage and a balanced apprach t prevent vercmpensatin. Researchers als prpse incrprating materialism and scial media usage assessments in mental health treatment. Recgnizing these factrs as ptential starting pints fr interventins ffers new avenues fr addressing mdern - day mental health challenges.
28. Hw did the researchers cnduct the research?
A. By cllecting scial platfrm data.
B. By ding psychlgical tests.
C. By emplying questinnaires.
D. By mnitring scial media habits.
29. Why d sme peple tend t display materialism n scial media?
A. T seek mental peace.B. T pursue recgnitin.
C. T reduce stress symptms.D. T increase life satisfactin.
30. What matters t the materialistic individuals n scial media in Dr Ozimek’s pinin?
A. The level f life satisfactin.
B. The mindfulness in using scial media.
C. The risks f revealing persnal infrmatin.
D. The interventin in mental health challenges.
31. What des the text mainly talk abut?
A. A trend f materialistic displays.
B. The substantial impact f scial media.
C. Different materialistic attitudes n scial media.
D. Materialism n scial media driving mental health crisis.
D
Teachers acrss the cuntry are dealing with whether t view AI tls like ChatGPT as friend r fe in the classrm. My research shws that the answer isn’t always simple. It can be bth.
Increasingly, students are using AI t help with their schlwrk. Students tend t view AI as having a psitive impact n their creativity. In ur study, 100% f participants using AI fund it helpful fr brainstrming. Only 16% f students preferred t brainstrm withut AI. The students in this study generated mre diverse and detailed ideas when using AI. They fund that AI was useful fr starting brainstrming sessins. Other research has shwn that AI can als serve as a nnjudgmental partner fr brainstrming, which can bst a free stream f ideas they might nrmally withhld in a grup setting.
The dwnside f brainstrming with AI was that sme students vice d cncerns abut verreliance n the technlgy. They feared it might undermine their wn thughts and, cnsequently, cnfidence in their creative abilities. Sme students reprted a “fixatin f the mind”, meaning that nce they saw the AI’s ideas, they had a hard time cming up with their wn.
Sme students als questined the riginality f ideas generated by AI. The research supprted these pinins. We nted that while using ChatGPT imprved students’ creative utput individually, the AI ideas tended t be repetitive verall. This is likely due t generative AI recycling existing cntent rather than creating riginal thught.
The study results indicate that allwing students t practice creativity independently first will strengthen their belief in themselves and their abilities. Once they accmplish this, AI can be useful fr furthering their learning, much like teaching lng divisin t students befre intrducing a calculatr.
As generative AI gains ppularity, schls are pressed t set guidelines t ensure these tls are used respnsibly. Sme states have already develped guidelines fr AI in educatin. Ethical cnsideratins are vital fr a psitive relatinship between creativity and AI. Our team will cntinue t research the effect f AI n students’ creativity, explring its impact n agency, cnfidence and ther phases f the creative prcess. AI in educatin is nt just abut the latest technlgy. It’s abut shaping a future where human creativity and technlgical advancement prgress hand in hand.
32. What can AI d when serving as a nnjudgmental partner fr brainstrming?
A. Inspire the expressin f unspken ideas.
B. Prvide the grup with detailed facts.
C. Cmpare the ideas with each ther.
D. Evaluate a free stream f ideas.
33. What des the underlined wrd “undermine” in paragraph 3 mean?
A. Prmte. B. Weaken. C. Reveal. D. Judge.
34. What is crucial t students when using AI fr their schlwrk?
A. Ethical cnsideratins.
B. Practicing brainstrm cnsistently.
C. Aviding fixatin f the mind.
D. Independent and creative thinking.
35. What will the team’s next fcus be?
A. The advantage f AI in educatin.
B. The riginality f ideas generated by AI.
C. The impact f AI n students’ innvatin.
D. The ability f AI t cmmunicate with humans.
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)。
When teachers are in tune with their emtins and thse f their clleagues, it’s easier t wrk cperatively. 36 Hwever, when members f these teams display emtinal intelligence （EQ） thrugh an increased awareness f their emtins and the emtins r feelings f thers, the grups are mre prductive. The fllwing are sme strategies t make use f in rder t increase emtinal intelligence amng staff members within teams.
37 Active listening is a very imprtant cmpnent f building relatinships amng all stakehlders within a cmmunity. Caching small grups allws fr intimate relatinships t be frmed amng teammates. It’s a great way t have members practice in a small grup setting while develping cmmunity nrms t build trust.
Use cnversatin prtcls（協(xié)議）. Prtcls such as “glw and grw” and “3, 2, 1” area great way t help guide cnversatins. They allw time fr intrverts（內(nèi)向的人） t prcess and cmmunicate while having the utging persns mnitr hw much talk time they have and practice letting thers take the flr. Prtcls can help teammates build permanent practice n hw meetings and cnversatins are held. 38
Hld reflective discussins abut individual and team practices. Reflectin is ne f the mst pwerful characteristics. It allws fr self- reflectin and reflecting n the emtins and feelings f thers in relatin t yur actins and feelings. 39 It allws fr all t take accuntability and wnership in their part t play in the develpment f the team and prductivity.
Emtinal intelligence within schls is at the heart f the intercnnectedness f the heart and mind. As educatinal therapist Anna T. McDnald says, “ 40 In times f crisis, having this type f intelligence allws us t think ratinally and temp er ur emtins with patience and understanding. We think befre we act, practice gd decisin - making, and fster psitive interpersnal relatinships.”
A. Discussins are cmmn in schl.
B. High EQ makes cnversatins easier.
C. This practice can prmte prductivity.
D. Cnduct small grup caching n active listening.
E. At the heart f every successful schl are cllabrative teams.
F. Having high EQ enables us t handle the challenges we might encunter.
G. Reflective cnversatins allw team members t discuss their strengths and areas f grwth.
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)中選出最佳選項(xiàng)。
In 2015 my husband and I spent sme days traveling in Sahara Desert. I was super 41 t ride a camel fr the first time and spent a night in a tent in the desert.
42 , the ride started with me hanging upside dwn frm the saddle（鞍） with ne 43 in the air. Bb, my camel, had decided t 44 befre I culd settle in. I held nt the saddle 45 as the guide pushed me up nt the camel’s back. Bb 46 a sund f disapprval and we rde ff. I thught it wuld be bumpy（顛簸的）, but it was a very 47 jurney all the way 48 the fact that the camel in frnt was having a bad case f gas.
After dinner, we returned t the tent fr sleep. Even in several thick blankets, I was 49 frm head t t e while my husband fell asleep straight away. Thankfully, I drifted int dreamland gradually, nly t be 50 by an unusual nise, fllwed by a（n） 51 smell. I tried t g back t sleep, but anther unpleasant smell and mre 52 went n fr hurs.
After what felt like a 53 night, it was time t rise t watch the sunrise. I dragged my sleepy bdy ut. There, 54 just utside was Bb, wh made direct eye cntact with me and I prmised I 55 a brad grin n his face.
41. A. alarmed B. ptimistic C. cnventinal D. excited
42. A. Therefre B. Nevertheless C. Indeed D. Otherwise
43. A. ft B. arm C. bag D. rpe
44. A. lie dwn B. rll ver C. break ff D. stand up
45. A. desperately B. carefully C. frequently D. lsely
46. A. drpped ff B. turned dwn C. let ut D. held back
47. A. vital B. hrrible C. persnal D. pleasant
48. A. n accunt f B. rather than C. except fr D. in terms f
49. A. swinging B. shaking C. circling D. aching
50. A. replaced B. attracted C. disturbed D. rewarded
51. A. appetizing B. awful C. damp D. smky
52. A. chewing B. laughter C. cking D. barks
53. A. restful B. lnely C. mysterius D. rugh
54. A. statined B. examined C. targeted D. absrbed
55. A. mdeled B. sptted C. expected D. frced
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。
Yu Hngru, a member f the Chinese Academy f Sciences （CAS）, was brn in June 1928 in east China’s Jiangxi Prvince. On April 8, 2024, he 56 （hnr） with the award f Persn Tuching China fr 2023.
He is ne f the frerunners in the research and 57 （apply） f shck tubes（激波管） and shck tube wind tunnels in China. He has devted mre than 60 years 58 wind tunnel research, and led the design f multiple wind tunnel mdels thrughut his life, 59 （make） significant cntributins t the develpment f China’s aerspace industry.
In early 1956, the Central Cmmittee f the Cmmunist Party f China called fr “advancing int science”. Yu Hngru applied fr the pstgraduate prgram at the Institute f Mechanics, Chinese Academy f Sciences, and 60 （becme） a student f Gu Ynghuai, a famus scientist. In early 1958, the Shck Tube Grup was established at the Institute f Mechanics, and Gu Ynghuai appinted Yu Hngru as the grup leader. At that time, China had a weak ecnmy and was shrt f electricity supply. 61 a situatin made it impssible 62 （fllw） the path f freign cuntries t develp wind tunnels. Therefre, Yu Hngru chse the mre 63 （ecnmy） methd f using hydrgen - xygen cmbustin as the driving frce, 64 was extremely dangerus. After many trials and analyses, Yu Hngru finally led the team in finding a new path fr wind tunnel research in China. In 1958, the cre cmpnent f the shck tube wind tunnel, the first - generatin shck tube in China, was 65 （success） develped.
第四部分 寫作（共兩節(jié)，滿分40分）
第一節(jié)（滿分15分）
你近期參加了你校組織的科技小發(fā)明競(jìng)賽。請(qǐng)你為校英文報(bào)寫一篇報(bào)道，內(nèi)容包括：
（1）活動(dòng)過(guò)程；
（2）你的收獲與感想。
注意：
（1）寫作詞數(shù)應(yīng)為80個(gè)左右；
（2）請(qǐng)按如下格式在相應(yīng)位置作答。
The Yung Inventr Cmpetitin
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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。
In the small twn f Greendale, the annual Harvest Festival was a time - hnred traditin that brught the cmmunity tgether. The twn square was filled with stalls featuring hmemade gds, crafts, and an array f lcal prduce. Brightly clred leaves adrned the trees and lamp psts, and the smell f pumpkin pie and apple cider filled the air. Children ran abut playing hide - and- seek and laughing, while their parents sat tgether, sharing stries and enjying the festive atmsphere.
One f the main attractins at the festival was the pie - baking cntest, which always drew a large crwd. This year, the cmpetitin was fierce, with mre participants than ever. Amng the cntestants was Mrs Ellen Baker, a retired schlteacher and a famus baker in Greendale. Her apple pies were famus fr their flaky crust and perfectly spiced filling. As she placed her entry n the judges’ table, she nticed the nervus faces f the ther cntestants, especially yung Tmmy, a first - timer wh had entered his grandmther’s cherry pie recipe.
Tmmy had spent weeks practicing, determined t hnr his grandmther’s legacy（遺產(chǎn)）. The pie lked beautiful, but as he watched the judges sampling different entries, his cnfidence began t decrease. Mrs Baker, nticing his anxiety, gave him a reassuring smile. She remembered her first cmpetitin, the nerves, and the excitement. And she knew just hw much curage it tk t put ne’s baking skills n display.
The judges made their runds, tasting, nting, and ccasinally ndding in apprval. The crwd waited eagerly, whispering predictins and cheering fr their favrite bakers. As the annuncement time drew near, Tmmy’s hands trembled slightly — this mment culd be a turning pint fr him.
注意：
（1）續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；
（2）請(qǐng)按如下格式在相應(yīng)位置作答。
Tmmy watched as the judges discussed amng themselves, ccasinally glancing at his pie. _____________
________________________________________________________________________________________________________________________________________________________________________________________
Finally, the judge stepped frward t annunce the winners. ________________________________________
________________________________________________________________________________________________________________________________________________________________________________________
高考模擬金典卷·英語(yǔ)
參 考 答 案
聽(tīng)力部分錄音材料
（Text 1）
W: D yu serve vegetarian meals?
M: I’m srry, Madam. Vegetarian meals need t be requested at least a day befre yur flight.
（Text 2）
W: Srry sir, yur rm will be ready sn.
M: Dn’t yu understand? I feel tired and I want t have a rest immediately.
（Text 3）
W: Hi, Vincent. What d yu usually d fr fun?
M: Riding a bike t explre the city is my favrite. Hw abut yu?
W: Well, if the weather is nice, I’ ll get tgether with friends. If nt, I’ ll stay at hme and enjy a mvie instead.（Text 4）
M: Hw d yu practice yur English?
W: I usually lk thrugh English websites every day.
M: Have yu ever cnsidered ging t the English Crner?
W: Yeah, I have. And I hpe t speak t native speakers smeday.
（Text 5）
M: Mike frgt t take his ntebk hme. That’s why he failed t g ver his lessns.
W: Cme n! D yu really believe that? If I had a dllar each time he lst smething imprtant at schl, I’d be a millinaire.
（Text 6）
M: Yu lk rather pale, Janis.
W: I was sick mst f the night. I didn’t sleep very well. Culd I ask fr sick leave, sir?
M: What seems t be the matter? Is it the flu?
W: N. We ate at that restaurant last night, and I must have eaten smething that didn’t agree with me.
M: Is it that new restaurant n Furth Street?
W: Yes, it is. Why d yu ask?
M: Because Jhn in Class Three ate there last week and had the same kind f prblem.
（Text 7）
W: We always eat early. Let’s g ut fr a late dinner at a restaurant tnight instead.
M: Yu knw the game is n at 8:00, dear. We shuld get hme befre that.
W: But yu watch sprts every night! I miss spending time with yu.
M: This seasn is imprtant, and my jb depends n it. There are t many jurnalists nw, and they’re getting yunger and yunger.
W: But yu have mre experience.
M: True. I’m gd at what I d, but audiences want new er faces these days. I need t stay n tp if I dn’t want t get fired. But I prmise I’ll take yu n a nice vacatin when it’s all ver. We’ ll spend a week at the beach!
（Text 8）
W: Hi, Bb. I heard abut yur accident, but I didn’t knw it wuld be this bad.
M: Well, thanks fr making me feel better.
W: I can hardly recgnize yu. Tell me what happened.
M: I just gt back frm Africa where I had a terrible accident during a mtrcycle race. I brke bth my legs when my mtr failed and was hit by anther mtrcycle. I was laid up in a hspital fr three weeks.
W: Three weeks? That’s a lng time. What did yu d while yu were in the hspital?
M: Well, if yu can believe it, I read all abut mtrcycle racing. I lve racing even when it pains me.
W: Ha - ha! But I’m afraid yu dn’t make it lk very funny. Yu are lucky t be alive.
M: That’s fr sure. I’m lucky t be alive.
W: Hw sn will yu recver? Did the dctr tell yu?
M: They say I still need t stay in bed fr tw weeks r s.
W: Yu’ ll prbably put n sme punds in that much time! By the way, is there anything I can d fr yu?
M: N, thanks. Thank yu fr the beautiful flwers. It’s very kind f yu t cme and see me.
W: My pleasure. I’ ll be ging then. Bye.
M: Bye.
（Text 9）
M: Grace! What are yu ding at wrk? Didn’t yu just have laser surgery?
W: Yes, Jasn! My visin is nrmal nw. I dn’t need t wear glasses any mre. Yu shuld cnsider it.
M: I dn’t knw if I’m ready fr it. But shuldn’t yu be hme resting?
W: Actually, after 24 hurs mre than half f the patients g back t wrk.
M: I can’t imagine smene cutting my eyes with a laser. Sunds dangerus.
W: Nah. Over 30 millin peple have had laser surgery. The success rate is very high.
M: It still sunds scary.
W: Hnestly, I was a little nervus befre the surgery, but it was clse t painless.
M: That’s because they put smething in yur eyes s yu culdn’t feel anything. That wrries me. I hear that there can be side effects such as dry eyes.
W: Yu wrry t much. Ninety- six percent f patients gain their ideal eyesight frm this surgery.
M: Desn’t yur night visin suffer? My uncle had t stp driving at night after his laser surgery.
W: Yes. It’s a little difficult t see at night, but nce my eyes recver cmpletely, I’ ll be fine. Really, the surgery is safe.
（Text 10）
W: Tday, I tk n a challenge t g 24 hurs withut using the Internet. Usually, befre I g t bed, I visit scial netwrks and check the weather and my calendar fr the next day. I never cmpletely stp thinking abut wrk. When I get up, I always check my email and read the news. Mst f my scial life is nline t, s I thught it wuld be really hard fr me nt t use the Internet. Scial media is very imprtant fr my jb. Usually, I take phts f what I’m wearing, pst them nline, cunt the “l(fā)ikes” and read peple’s cmments. I culdn’t d that tday. S this mrning I visited a fashin shw with clleagues, then I met a friend fr lunch at ne ’clck. I lked thrugh sme magazines this afternn. Then I finished wrk early and chatted with my sister. S nw it’s ten ’ clck in the evening. Well, I can’t lie. I’m really lking frward t being back nline tmrrw. I missed scial media s much at wrk, but I felt s much mre relaxed tday. S, in the future, I’m ging t change a few things and think mre carefully abut my Internet use. I’m nt ging t waste much time nline and I’m nt ging t check my phne all the time!
試 題 答 案
第一部分 聽(tīng)力
1~5 BABCA 6~10 ABCAB 11~15 CCBAA 16~20 CACBB
第二部分 閱讀
第一節(jié)
A
Staff as Students f Scial Justice（SSSJ）項(xiàng)目為校園職工提供了一個(gè)旁聽(tīng)美國(guó)文化課程并參與討論重要話題的機(jī)會(huì)。
21.答案 B
解題分析 細(xì)節(jié)題。根據(jù) Abut the Prgram部分中的最后一句可知，參加 SSSJ項(xiàng)目的人可以從頂尖的學(xué)者和美國(guó)文化課程講師那里了解并討論美國(guó)的一些社會(huì)問(wèn)題。
22.答案 D
解題分析 細(xì)節(jié)題。根據(jù) Prgram Overview部分中的第1、2、3條信息可知，這個(gè)項(xiàng)目沒(méi)有考試和學(xué)分，參與者只要完成這個(gè)項(xiàng)目的活動(dòng)（參加在線講座和會(huì)議），就能獲得證書(shū)。
23.答案 C
解題分析 推斷題。根據(jù) Remark部分可知，通過(guò)這個(gè)項(xiàng)目，Sara Assadi- Nik 對(duì)科技行業(yè)的危害和不公平有了更細(xì)致的了解，同時(shí)她與教授、同學(xué)及 VCUE 部門的同事進(jìn)行了有思想深度的對(duì)話，討論了許多領(lǐng)域的話題。因此，她認(rèn)為該項(xiàng)目是有益的。
B
勇氣常常與英雄主義聯(lián)系在一起，但作者認(rèn)為真正的勇氣在于對(duì)自己和自己的感受保持開(kāi)放的心態(tài)，誠(chéng)實(shí)地展現(xiàn)自己的問(wèn)題。
24.答案 A
解題分析推斷題。根據(jù)第1段第2、3句可知，最初，勇氣的意思是“說(shuō)出自己的想法和感受”。作者認(rèn)為真正的勇氣是對(duì)自己和自己的感受保持誠(chéng)實(shí)和開(kāi)放的心態(tài)，而不是英雄主義。由此可推知，作者提到勇氣的本意是為了說(shuō)明它真正的含義。
25.答案 A
解題分析細(xì)節(jié)題。根據(jù)第4段可知，其中一位學(xué)生建議作者的女兒保持適當(dāng)?shù)牡巧剿俣取?br>26.答案 D
解題分析推斷題。根據(jù)第6段可知，這兩名學(xué)生向在慶祝的人強(qiáng)調(diào)在艱難的環(huán)境中團(tuán)結(jié)的重要性。他們的話使這群人意識(shí)到他們忽視了在爬山途中需要幫助的作者和作者的女兒。
27.答案 D
解題分析推斷題。通讀全文可知，作者指出了勇氣的真正含義就是在需要幫助的時(shí)候能勇敢地說(shuō)出自己的想法和感受。
C
研究發(fā)現(xiàn)，社交媒體上的物質(zhì)主義言論增加了網(wǎng)民的壓力，降低了他們的幸福感。
28.答案 C
解題分析 細(xì)節(jié)題。根據(jù)第2段第2句可知，該研究通過(guò)問(wèn)卷調(diào)查來(lái)了解參與者對(duì)物質(zhì)主義的態(tài)度以及他們的社交媒體使用習(xí)慣、壓力水平和生活滿意度。
29.答案 B
解題分析細(xì)節(jié)題。根據(jù)第3段第2句可知，有些網(wǎng)民通過(guò)在社交媒體上展示物質(zhì)生活來(lái)尋求認(rèn)可。
30.答案 B
解題分析推斷題。根據(jù)最后一段第2句可知，Dr Ozimek建議網(wǎng)民在使用社交媒體時(shí)要留心。
31.答案 D
解題分析主旨大意題。研究發(fā)現(xiàn)，社交媒體上的物質(zhì)主義言論增加了網(wǎng)民的壓力，降低了他們的幸福感，導(dǎo)致心理危機(jī)。
D
研究發(fā)現(xiàn)，人工智能可能有助于學(xué)生更好地解決問(wèn)題，但也會(huì)阻礙他們的創(chuàng)造性思維的形成。
32.答案 A
解題分析推斷題。根據(jù)第2段最后一句可知，人工智能還可以作為無(wú)偏見(jiàn)的伙伴與學(xué)生一起進(jìn)行頭腦風(fēng)暴，這可以激發(fā)學(xué)生自由表達(dá)在集體環(huán)境中通常被保留的想法。
33.答案 B
解題分析詞義推測(cè)題。根據(jù)畫線詞所在段第2句可知，他們擔(dān)心這可能會(huì)逐漸削弱他們自己的思維，從而削弱他們對(duì)自己的創(chuàng)造力的信心。
34.答案 D
解題分析 細(xì)節(jié)題。根據(jù)第5段可知，研究結(jié)果表明，首先，讓學(xué)生獨(dú)立發(fā)揮他們的創(chuàng)造力，這樣可以增強(qiáng)他們對(duì)自己的信心，提升他們的能力。一旦學(xué)生做到了這一點(diǎn)，人工智能就可以進(jìn)一步幫助他們學(xué)習(xí)。
35.答案 C
解題分析 推斷題。根據(jù)最后一段倒數(shù)第3句可知，研究團(tuán)隊(duì)將繼續(xù)研究人工智能對(duì)創(chuàng)造力的影響。
第二節(jié)
在團(tuán)隊(duì)合作中，高情商會(huì)使合作更高效。
36.答案 E
解題分析根據(jù)該空上文“當(dāng)老師們的情緒和同事們的情緒保持一致時(shí)，合作就更容易了?！笨芍x項(xiàng)E“每一所成功的學(xué)校的核心都是具有協(xié)作意識(shí)的團(tuán)隊(duì)?！狈险Z(yǔ)境。
37.答案 D
解題分析 根據(jù)該空下文“積極傾聽(tīng)是社團(tuán)內(nèi)所有利益相關(guān)者之間建立關(guān)系的重要組成部分?！笨芍?，選項(xiàng)D“針對(duì)積極傾聽(tīng)方面開(kāi)展小組輔導(dǎo)活動(dòng)?！狈险Z(yǔ)境。
38.答案C
解題分析 根據(jù)該空上文可知，選項(xiàng)C“這種做法可以提高工作效率。”符合語(yǔ)境。
39.答案 G
解題分析 根據(jù)本段首句和該空下文可知，選項(xiàng)G“反思性對(duì)話允許團(tuán)隊(duì)成員討論他們的優(yōu)勢(shì)和成長(zhǎng)領(lǐng)域。”符合語(yǔ)境。
40.答案 F
解題分析根據(jù)該空下文“在危機(jī)時(shí)刻，擁有高情商可以讓我們理性思考，用耐心和理解來(lái)緩和我們的情緒?！笨芍x項(xiàng)F“高情商使我們能夠應(yīng)對(duì)可能遇到的挑戰(zhàn)?！狈险Z(yǔ)境。
第三部分 語(yǔ)言運(yùn)用
第一節(jié)
文章主要講述了作者和丈夫在撒哈拉沙漠旅行的故事。
41.答案 D
解題分析 考查形容詞。第一次騎駱駝和在沙漠中睡帳篷讓我非常興奮。
42.答案 B
解題分析 考查副詞。然而，剛騎上駱駝時(shí)，我一只腳懸空，整個(gè)人倒掛在駱駝鞍上。
43.答案 A
解題分析 考查名詞。見(jiàn)上題解析。
44.答案 D
解題分析考查短語(yǔ)動(dòng)詞。在我坐到駱駝Bb的背上之前，Bb已經(jīng)決定站起來(lái)了。
54.答案 A
解題分析 考查副詞。當(dāng)向?qū)О盐彝频今橊劚成蠒r(shí)，我拼命地抓住駱駝鞍。
46.答案 C
解題分析 考查短語(yǔ)動(dòng)詞。Bb發(fā)出不情愿的叫聲。
47.答案 D
解題分析考查形容詞。我原以為旅途會(huì)很顛簸，但是，除了前面的駱駝放出臭氣之外，一路上都很愉快。
48.答案 C
解題分析考查介詞短語(yǔ)。見(jiàn)上題解析。
49.答案 B
解題分析 考查動(dòng)詞。即使蓋著幾條厚厚的毯子，我還是冷得渾身發(fā)抖，而我丈夫很快就睡著了。
50.答案 C
解題分析 考查動(dòng)詞。謝天謝地，我漸漸進(jìn)入了夢(mèng)鄉(xiāng)。后來(lái)，我被一種不尋常的聲音吵醒了，接著聞到一股難聞的氣味。
51.答案 B
解題分析 考查形容詞。見(jiàn)上題解析。
52.答案 A
解題分析考查名詞。我試著繼續(xù)睡覺(jué)，但另一種難聞的氣味和咀嚼聲持續(xù)了幾個(gè)小時(shí)。
53.答案 D
解題分析 考查形容詞。經(jīng)歷了一個(gè)糟糕的夜晚之后，我們?cè)撈鸫部慈粘隽恕?br>54.答案 A
解題分析考查動(dòng)詞。Bb就站在外面，我和它對(duì)視了一眼，我確信我看到它咧嘴笑了。
55.答案 B
解題分析 考查動(dòng)詞。見(jiàn)上題解析。
第二節(jié)
本文講述了中國(guó)科學(xué)院院士、中國(guó)激波管和激波風(fēng)洞研究的先驅(qū)之一俞鴻儒的科研生涯和他對(duì)中國(guó)航空航天工業(yè)的貢獻(xiàn)。在2024年4月8日，他當(dāng)選“感動(dòng)中國(guó)2023年度人物”。
56.答案 was hnred
解題分析 考查被動(dòng)語(yǔ)態(tài)。根據(jù)時(shí)間狀語(yǔ)On April 8，2024和語(yǔ)境可知，此處用一般過(guò)去時(shí)的被動(dòng)形式。
57.答案 applicatin
解題分析考查名詞。此處指俞鴻儒在激波管和激波風(fēng)洞的研究和應(yīng)用方面的工作，名詞research與applicatin為并列關(guān)系。
58.答案 t
解題分析考查介詞。此處指俞鴻儒六十余年致力于激波風(fēng)洞研究。devte... t為固定搭配，意為“致力于”。
59.答案 making
解題分析 考查動(dòng)詞- ing形式。動(dòng)詞-ing形式making作結(jié)果狀語(yǔ)，說(shuō)明俞鴻儒一生中設(shè)計(jì)了多種激波風(fēng)洞模型，對(duì)中國(guó)航空航天工業(yè)的發(fā)展做出了重大貢獻(xiàn)。
60.答案 became
解題分析 考查動(dòng)詞時(shí)態(tài)。根據(jù)上文可知，此處用一般過(guò)去時(shí)，表示俞鴻儒成了著名科學(xué)家郭永懷的學(xué)生。
61.答案 Such
解題分析 考查固定搭配。Such a situatin指前文描述的困難情況。
62.答案 t fllw
解題分析 考查動(dòng)詞不定式。該句中it作形式賓語(yǔ)，真正的賓語(yǔ)是 t fllw the path f freign cuntries t develp wind tunnels。
63.答案 ecnmical
解題分析 考查形容詞。此處用形容詞修飾名詞methd，表示俞鴻儒選擇了更經(jīng)濟(jì)的氫氧燃燒驅(qū)動(dòng)方式。
64.答案 which
解題分析 考查定語(yǔ)從句。which引導(dǎo)非限制性定語(yǔ)從句，指代 methd f using hydrgen- xygen cmbustin as the driving frce，說(shuō)明氫氧燃燒驅(qū)動(dòng)方式的危險(xiǎn)性。
65.答案 successfully
解題分析 考查副詞。此處用副詞successfully修飾動(dòng)詞develped。
第四部分 寫作
第一節(jié)
One pssible versin:
The Yung Inventr Cmpetitin
Recently, I tk part in the Yung Inventr Cmpetitin at ur schl. The event was a shwcase f creativity, where participants presented their wn small inventins. These ranged frm simple devices that slve everyday prblems t new sftware applicatins. Each presentatin was fllwed by a Q & A sessin, where inventrs culd discuss their prcesses f inventing their prducts.
This cmpetitin was an eye - pening experience. It highlighted the ptential f yung minds t innvate and slve real- wrld issues. Persnally, I was inspired by the creativity f my schlmates. This event has mtivated me t think mre critically abut hw I can cntribute t slving the challenges ur sciety faces.
第二節(jié)
One pssible versin:
Tmmy watched as the judges discussed amng themselves, ccasinally glancing at his pie. He tried t read their expressins, searching fr any sign f apprval, his mind racing with pssibilities. His heart raced as he saw them nd appreciatively while discussing his entry, their nds and murmurs f agreement a prmising sign. Mrs Baker caught his eye and winked, her cnfidence in him unspken but clearly cnveyed, a warm smile spreading acrss her face. Tmmy felt a wave f hpe; maybe, just maybe, his grandmther’s recipe had impressed them, and he wuld finally receive the recgnitin he deserved.
Finally, the judge stepped frward t annunce the winners. The crwd quieted, eager t hear the results. “Third place ges t Tmmy fr his utstanding cherry pie!” The audience erupted in applause as Tmmy’s face lit up with a prud smile. He accepted his ribbn, feeling grateful and prud f his achievement. His hard wrk and his grandmther’s belved recipe had paid ff, earning recgnitin and praise frm the judges and the crwd.題序
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
答案
B
A
B
C
A
A
B
C
A
B
C
C
B
A
A
題序
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
答案
C
A
C
B
B
B
D
C
A
A
D
D
C
B
B
題序
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
答案
D
A
B
D
A
E
D
C
G
F
D
B
A
D
A
題序
46
47
48
49
50
51
52
53
54
55
答案
C
D
C
B
C
B
A
D
A
B

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