(考試時間: 90分鐘 分值: 100分)
一. 完形填空(共10小題; 每小題1.5分, 共15分.)
閱讀下面短文，掌握其大意，從每題所給的A、B、C、D四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
Earlier in the day, I had prepared fr the unlikely event f a fld. It had been raining heavily that week, and authrities had issued a fld warning, thugh nt fr where I was. 1 , I'd placed sandbags utside my garden dr just in case.
As I was abut t fall asleep in my basement bedrm,I suddenly heard the sund f rushing water. When I swung my legs ff the bed, I was 2 by the sensatin f cld water tuching my xilees and rising fast.
Shaking in the darkness, I grabbed my phne and turned n the 3 . As I stepped ut f my bedrm, water was shting thrugh the gaps f the garden dr. The water must have gne ver the sandbags. All arund me, my things began t flat (漂) and the water was nw up t my waist. I began t 4 and started t walk t my nly 5 : the dr that leads upstairs.
I struggled t the dr and tried t pull it pen, but the frce f the 6 wuldn't let me d s. I lked arund and grabbed a brm(掃帚) flating behind me t pen the dr.I managed t make a gap f abut a ft, just wide enugh t 7 myself thrugh.
Finally, I 8 utside. I came s clse t death that day. But rather than trapped in that, I prefer t 9 what my mther tld me afterward:"Dn't remember the day when yu lst everything. Remember the day yu 10 .”
1. A. Instead B. Still C. Meanwhile D. Therefre
2. A. amused B. mved C. shcked D. cnfused
3. A. radi B. heater C. recrder D. flashlight
4. A. panic B. excite C. swim D. return
5. A. trap B. escape C. shelter D. entrance
6. A. air B. sand C. wind D. water
7. A. wet B. check C. frce D. live
8. A. made it B. frgt it C. beat it D. left it
9. A. reward B. refuse C. recall D. recreate
10. A. survived B. changed C. started D. recvered
二. 語法填空(共10小題, 每小題1.5分,共15分.)
閱讀下列短文，根據(jù)短文內(nèi)容填空，在未給提示詞的空白處僅填寫1個適當?shù)膯卧~，在給出提示詞的空白處用括號內(nèi)所給詞的正確形式填空。
A
The wrld will bserve Internatinal Museum Dayn May 18th. Since 1977, this day11 ( celebrate) by the Internatinal Cuncil f Museums annually t raise awareness f the rle that museums play in the develpment f sciety. The day is an excellent way f12 ( get) mre f the yunger generatins interested in the histry and culture available in museums. Every year, the rganizatin 13 ( decide) n a new theme. And the theme fr 2023 is Museums, Sustainability and Well-being.
B
Smartphnes are becming mre and mre f a necessity fr high schl students.
Therefre, a discussin was held abut 14 the senir schl students shuld use smartphnes at schl. Peple 15 rsupprt) the idea cnsider it cnvenient t cntact the students’ parents when necessary. Hwever, peple wh are against it find sme students are addicted t playing the smartphnes easily, whse effect n their studies is quite wrrying. It is even 16 ( bad) that smartphnes can als discurage students’ will.
C
Reading is a unique human experience. Just by skimming ur eyes ver sme wrds, we can 1 ( mental) travel acrss time and space.
But reading can als be hard, especially when we' re faced with a difficult text.18 ( make) it an easier, mre rewarding experience, yu'd better read in print whenever pssible. One reasn fr ding s is that ur eyes are less likely t skim past printed wrds than thse 19 screen. Plus, cnsuming cntent n a physical page helps the brain make a mental map f the infrmatin, 20 in turn makes it easier t remember details in future.
三. 閱讀理解(共14小題，每小題2分，共28分.)
閱讀下列短文，從每題所給的A、B、C、D四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
A
Grand Canyn Natinal Park
Lcated in nrthern Arizna, the park cvers 277 miles f the Clrad River and nearby uplands. One f the mst awesme examples f ersin(侵蝕) in the wrld, Grand Canyn is unmatched in the incmparable view it ffers t visitrs.
Park Openings and Clsings
The Village and Desert View n the Suth Rim are pen all year and park entrances remain pen 24 hurs a day. Nrth Rim facilities pen mid-May and clse mid-Octber. Park entrances remain pen 24 hurs a day during this time. Hurs fr visitr centers and businesses vary thrughut the year.
Park Infrmatin
The park prduces a Pcket Map with a Nrth Rim and Suth Rim editin that cntains a map and infrmatin abut services, facilities, and park ranger prgrams. It is available in French, German, Italian, Spanish, and Chinese. A hiking brchure is available fr thse planning t hike ne f the park's main trails dwn int Grand Canyn. Obtain publicatins at entrance statins,visitr centers,r
Accessibility
The terrain(地形) is rugged with narrw, rcky trails and steep cliffs. Visitrs using wheelchairsrhavingvisualdisabilitiesmayneedassistance.Fr mre infrmatin abut accessibility in Grand Canyn Natinal Park see
Park Entrance Fees
Admissin t the park us $35 per private vehicle;$30 per mtrcycle; and $20 per persn entering the park thrugh Grand Canyn Railway, park shuttle bus, walking, r riding a bicycle. The pass can be used fr seven days and includes bth rims. Pay fees at park entrance statins r at sme businesses utside the park. Every year the Natinal Park Service ffers entrance fee free days.Fr cmplete fee infrmatin,please visit
Sustainability
Grand Canyn Natinal Park invlves sustainability in all aspects f its peratins. Use yur refillable water bttle t fill up n free Grand Canyn spring water at visitr centers and grcery stres. Recycling cntainers are cnveniently lcated and as cmmn as trash bins. Discver what else yu can d t prtect the envirnment while traveling here and
21. Peple with physical disabilities can find detailed infrmatin n park facilities designed fr them by visiting .
A.

22. What is the admissin fee if yu and yur parents plan t g n a six-day vacatin t Grand Canyn Natinal Park by driving a car?
A. $95. B. $60. C. $35. D. $70.
23. Which f the fllwing statements is true accrding t the passage?
A. Visitrs have year-rund access t every crner f the natinal park.
B. Hikers wh can nly speak Chinese cannt explre the Nrth Rim withut a guide.
C. Visitrs are frbidden t leave any trash in the Natinal Park t maintain sustainability.
D. The Grand Canyn features is ne f the wrld's mst visually breathtaking landscapes.
B
I was brn missing my left arm. In 1986, at 18 mnths, I was fitted with a prsthetic(義肢) device, a decisin made by my parents and dctrs s that I wuld develp“nrmally”.
I spent my entire childhd and adlescence trying t fit in. I did just abut anything t ease the pains f the stares and pinting fingers frm my classmates. By the time I was 8,I had n self-cnfidence, and the hand I was wearing was making it harder fr me t fit in. S I decided I was better ff withut ne. I didn't need anyne t fix me.
T prve that I wasn't limited by my disability, I develped a lve fr all sprts, in particular swimming. I was selected t my first Australian wmen's swimming team at age13 and successfully represented my cuntry fr eight years. I realized I'd made a name fr myself because f my disability.
I taught myself hw t be cmfrtable in a sciety filled with insecurities. S when I was first cntacted in 2021 by Cvvi, a cmpany trying t create the wrld's mst advanced binic(仿生的) hand,I was a bit surprised. They asked me t trial the hand and, if pssible, t becme a patient advcate. Initially, I said n. Then, curisity gt the better f me.
While I was busy advcating fr disability rights, a new generatin f leaders, like Amy Purdy and Nick Vujicic, used the pwer f technlgy and scial media t display wheelchairs r artificial limbs withut explanatin. Peple feared disability less. Sciety was beginning t see a persn first, and their disability secnd.
Viewing disability thrugh a scial lens als meant acknwledging that a persn is mre disabled by their envirnment and the discriminatin f thers than by their actual disability. As thse cnversatins shifted, I realized that there was an pprtunity t use technlgy t steer the narrative fr future generatins. In July 2022,I decided t trial the hand.
The rle f patient advcate is an enrmus privilege. Thrugh sharing my jurney,I'm able t reach thusands f ther peple wh wuld benefit frm its extrardinary capabilities. That's why I wear a binic hand— nt because I'm brken, but because I have an pprtunity t enhance the human capabilities that already exist.
24. The authr develped a lve fr all sprts because .
A. she was lnging fr fame B. sprts gave her self-cnfidence
C. she wanted t defeat her disability D. her prsthetic device empwered her
25. Frm Purdy and Vujicic, the authr learned .
A. mre peple acknwledged their limits
B. the disabled needed a friendlier envirnment
C. scial media allwed the disabled pprtunities
D. technlgy shifted peple's attitudes t disability
26. Which f the fllwing wrds can best describe the authr?
A. Intelligent and brave. B. Warm-hearted and patient.
C. Respnsible and strng-willed. D. Independent and innvative.
27. Frm the passage, we learn that ne shuld .
A. maximize ne's abilities by embracing reality
B. build ne's scial circle with ptimism
C. stick t ne's gal t achieve success
D. take it easy in difficult situatins
brccli
C
When served cauliflwer r brccli, sme kids turn away in annyance. Dn't blame them—a new study suggests specific enzymes(酶) in saliva(唾液) might make these vegetables taste terrible t sme children.
These enzymes, called cysteine lyases, are prduced by bacteria in the muth.
The same enzymes are als lcked away in the cells f Brassica vegetables like brccli and cauliflwer. When we chew brccli, these enzymes spill ut f their strage cntainers while thse in ur muth start t wrk.
These enzymes break dwn a cmpund (化合物) called S-methyl-L-cysteine sulfxide (SMCSO) in these vegetables, and this breakdwn prcess transfrms the cmpund int sharp smell mlecules(分子). Previus studies f adults suggest the level f cysteine lyase activity in a persn's saliva determines hw much the SMCSO breaks dwn. This, in turn, influences hw these vegetables taste t adults.
Accrding t these past studies, when different adults cnsume brccli, there can be a huge difference in hw many unpleasant smells the fd lets ff as their saliva-brne enzymes break it t bits. But the authrs wndered whether the same difference can be seen in kids, wh are usually mre sensitive t bitter and s ur tastes. They suspected that kids whse saliva prduced the mst smelly, SMCSO-surced cmpunds wuld shw the strngest dislike fr brccli.
And the team's new study prved their assumptin. While bth adults' and kids' saliva prduced smelly cmpunds when expsed t cauliflwer, these smells did nt influence whether adults liked the vegetable. On the ther hand, kids whse saliva prduced high cncentratins f these smells reprted hating cauliflwer the mst.
The new study included 98 pairs f parents and children aged 6 t 8. After taking samples f each participant's saliva, the scientists mixed it int raw cauliflwer pwder. They measured the SMCSO-surced smell cmpunds let ff and fund each participant's saliva generated a different quantity f smells.
Interestingly, the degree f sickly smell prductin was similar between parents’ saliva and their children's. This indicates that parents and kids likely carry similar bacteria in their muths, which wuld cause them t prduce similar levels f cysteine lyases.
Our senses f taste and smell are strngest in yuth, which may make kids even mre sensitive t these differences in flavr. The same preference pattern is nt seen in adults, wh als prduce plenty f bad smells. This suggests that the adults came t tlerate the taste f Brassica vegetables. The findings agree with past studies f hw ur tastes change ver time: we can learn t vercme ur distaste fr certain fd by eating it mre.
28. What are the first tw paragraphs mainly abut?
A. The functin f muth bacteria. B. The cause f an unpleasant flavr.
C. The feature f Brassica vegetables. D. The frm f enzymes in ur muth.
29. What d previus studies indicate?
A. SMCSO-breakdwn depends n varius enzymes.
B. Enzymes determine the taste f Brassica vegetables.
C. Individuals release varying amunts f smell mlecules.
D. Kids prduc?ng the mst smells hate brccli particularly.
30. What can we cnclude frm the passage?
A. We might accept sme fds thrugh repeated expsure.
B. The level f smells may affect an adult's taste preference.
C. Parents’ and their kids’ saliva-brne enzymes dn’ t match.
D. Kids' saliva culd prduce higher cncentratins f smells.
31. Why des the authr write the passage?
A. T explain a fd preference. B. T intrduce a research methd.
C. T illustrate a bilgical prcess. D. T shw the discvery f an enzyme.
D
If yu had the pprtunity t live frever, wuld yu take it? Keeping yur bdy alive indefinitely still seems like an impssibility, but sme scientists think that digital technlgy may have the answer: creating a digital cpy f yur“self” and keeping it“alive” nline lng after yur physical bdy has ceased t functin.
In effect, the prpsal is t clne a persn electrnically. Unlike the familiar physical clnes— children that have identical features as their parents, but that are cmpletely separate rganisms with a separate life— yur electrnic clne wuld believe itself t be yu. Hw might this be pssible? The first step wuld be t map the brain.
Hw? One plan relies n the develpment f nantechnlgy (納米技術(shù)). Ray Kurzweil — ne f the kings f artificial intelligence — predicts that within tw r three decades we will have nan transmitters that can be put int the bldstream. In the capillaries(毛細血管) f the brain, they wuld line up alngside the neurns and detect the details f the cerebral (大腦的) electrnic activity. They wuld be able t send that infrmatin t a receiver inside a special helmet, s there wuld be n need fr any wires sticking ut f the head.
As a further step, Ray Kurzweil als imagines the nan transmitters being able t cnnect yu t a wrld f virtual reality n the Internet, similar t what was shwn in the film“Matrix”. With the nan transmitters in place, by thught alne, yu culd lg n t the Internet and instead f the pictures cming up n yur screen, they wuld play inside yur mind. Rather than send yur friends e-mails yu wuld agree t meet up n sme virtual trpical beach.
Sme peple believe that they can enjy life after death. But why wait fr that when yu culd have a sht f nanbts(納米機器人) and uplad yur brain nt the Internet and live frever as a virtual surfer?
One snag: t exist n the net yu will have t have yur neural netwrk parked n the cmputer f a web-hsting cmpany. These cmpanies want real mney in real bank accunts every year r they will wipe yur bit f the hard disc and sell the space t smene else. With yur bdy six feet undergrund hw will yu pay?
32. Which f the fllwing statements is TRUE accrding t the passage?
A. Nan transmitters can help map the human brain.
B. Electrnic clnes recreate the riginal human bdy.
C. Electrnic clnes may put their physical selves int mvies.
D. Nan transmitters use a helmet t detect the cerebral activities.
33. What is the authr's attitude twards electrnic clnes?
A. Optimistic and careful. B. Interested and uncnvinced.
C. Excited and cnfused. D. Assured and critical.
34. The authr asks“hw will yu pay?” at the end f the article, because .
A. yu can't pay t exist n the Internet if yu are physically dead
B. yu can't pay fr hard disc space if yu dn't have a bank accunt
C. yu can't pay fr a special service if t many peple want t use it
D. yu can't pay the web-hsting cmpany if yu dn't have a neural netwrk
四. 七選五 (共5小題； 每小題2分，共10分)
根據(jù)短文內(nèi)容，從短文后的選項中選出能填入空白處的最佳選項。選項中有兩項為多余選項。
Physicist and Nbel Prize winner Richard Feynman develped a clever learning methd knwn as the Feynman Technique. It invlves explaining what yu' re learning t thers. By teaching what yu' ve learned frm memry, yu engage in active recall. 35 It als ensures that yu understand the tpic, because yu can nly explain an idea if yu truly understand it. The technique cnsists f fur repeatable steps.
T begin, chse a cncept r tpic yu wish t fully understand. 36 The mre interested yu are, the faster yu' ll grasp it. Mrever, a persnally interesting tpic will keep yu mtivated and engaged.
37 Write ntes and explain it in a way that makes sense t a five-year-ld. If yu'd rather avid actually teaching smene, yu can just teach it t an imaginary audience. But it wrks much better if yu use a real persn. They' ll be able t let yu knw when smething isn't clear.
While teaching yu may discver gaps in yur understanding 38 Review yur ntes, reread bks, r seek external help t ensure yu have a cmplete understanding f the cntext befre mving frward.
Nw that yu fully grasp the cncept, test yur understanding by trying t teach it t anther persn. This will help yu identify any remain?ng areas f uncertainty yu need t revisit.
The Feynman Technique is a great way fr kids and grwn-ups t learn. 39 Yu need t actively think abut the prblem instead f passively reading r listening t smene else. Hwever, with great effrts in mastering this methd, yu’ ll see yur learning results imprve quicker than ever befre.
A. It is mentally demanding.
B. This helps the infrmatin stick in yur mind better.
C. Teach it t a five-year-ld, wh wuld give yu direct feedback.
D. Yur curisity abut it will determine the pace f yur learning.
E. Once yu have chsen a tpic, yu can teach it t smene else.
F. Active engagement plays a key rle in prmting deeper learning.
G. When this happens, refer back t the riginal material fr the missing pieces.
五. 回答問題：(共4 小題； 每小題3分，共12分)
閱讀下面短文和問題，根據(jù)短文內(nèi)容和每小題后的具體要求，在答題卡相應題號后的橫線上寫下相關(guān)信息，完成對該問題的回答。
A Rubbish Cllectr's Wrk Is Never Dne
Brian Kane was a rubbish cllectr in Denver, Clrad. Eight hurs a day, five days a week, fifty weeks a year, he rde n the back f a garbage truck. At each stp, he wuld jg t the back f buildings, then drag heavy rubbish cans t the truck. Brian never cmplained.
Brian saw these hardships as pprtunities t becme strng and fit. His jb was a training grund fr his lifelng dream: t climb Munt Qmlangma. On his thirtieth birthday, Brian tk a leave frm his jb and flew t Nepal t begin the lng, difficult jurney up Munt Qmlangma.
Brian first climbed t a base camp. He planned t bring three xygen cntainers with him t the tp. At 29,028 feet, it wuld be hard t survive withut extra xygen. Over the next tw mnths, Brian climbed t 26,000 feet, t Camp Fur—— the last place t rest belw the tp f the muntain. But when Brian saw this camp, he fell t his knees. “Rubbish!” he cried. Nearly a thusand empty xygen cntainers littered the camp area. Humans had turned this beautiful, far-away place int a big rubbish pile. Brian was very sad. But with a strng determinatin he cntinued t fllw his dream. Tw days later he std prudly n the tp f Munt Qmlangma. He had reached the“rf f the wrld!”
Tw days after this great achievement, Brian put a dzen empty xygen cntainers in his pack and headed dwn the muntain He smiled t himself as he realized that the wrk f a rubbish cllectr is great and never dne.
40. What was Brian Kane?(不多于三個單詞)
41. What was Brian's lifelng dream?(不多于四個單詞)
42. Hw did Brian feel when he saw the rubbish pile at Camp Fur?(不多于兩個單詞)
43. What d yu think f Brian Kane?(一個單詞)
六. 書面表達(20分)
假設你是紅星中學的高二學生李華，你的英國筆友 David計劃11月來北京旅行，請你推薦適合他游玩的公園。請給他回一封郵件。內(nèi)容包括：
1. 推薦一個公園；
2. 推薦理由；
3. 游覽建議。
注意：
(1)詞數(shù) 100 左右(開頭和結(jié)尾均已給出，不計入總詞數(shù))；
(2)可適當增加細節(jié)，以使行文連貫。
Dear David,



Yurs,
Li Hua

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