考試時(shí)間：90 分鐘
第一部分知識運(yùn)用（共兩節(jié)， 30分）
第一節(jié)（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(xiàng)中，選出最佳選項(xiàng)，并在答題紙上將該項(xiàng)涂黑。
My friendship with the students in a primary schl in Uganda started n a shaky grund. The____1____f nt being understd was hidden within, fr they spke a language different frm that f mine and mine t fell n deaf ears.
I greeted them with a wide smile, and when I spke further, they replied with ice cld____2____. A reminder eched in my mind: yu must live thrugh it t get t them. S I gave it anther try. I spke____3____English with hand gestures and a bit f dancing. If all failed, the smile wuld____4____. Sn we picked up and then the____5____f the learners came int play. At the mentin f a name, trembles and face cvering were the respnse I gt. I decided t____6____a desk with a team each day during grup wrk t get clser. After schl, I accmpanied them hme.
____7____, we became friends. They were even aware f my favrite fruit，avcad (牛油果). If I didn’t get ne n my desk, it wuld____8____me wherever I was. My slippers were wrn ut. One night I left them ut as n ne culd steal a pair f slippers in that state. The next mrning, I was ready t drag my slippers n as usual and I was surprised they had been____9____. Ww!
The little things we d fr each ther bring us great jy and warmth. We dn’t have a prper spken language, but we are fluent in the language f_____10_____.
1. A. angerB. fearC. cnfusinD. disappintment
2. A. agreementB. blameC. cmmentD. silence
3. A. simpleB. fficialC. academicD. unusual
4. A. turn upB. break ffC. take verD. fade away
5. A. shynessB. lazinessC. lnelinessD. calmness
6. A. clearB. shareC. searchD. exchange
7. A. SuddenlyB. ObviuslyC. AccidentallyD. Gradually
8. A. hitB. findC. catchD. hunt
9. A. packedB. cleanedC. repairedD. abandned
10. A. sympathyB. admiratinC. friendshipD. cnfidence
第二節(jié)語法填空 (共10小題；每小題1.5分, 共15分)
A
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(dāng)?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。
The British must have really high standards. I was part f a student exchange prgramme between a university in England and my university in China. I had spent days in ___11___ (prepare) fr my first English paper. I knew I did a gd jb and was lking frward ___12___ getting a psitive cmment. When I gt the paper back, I fund that my teacher ___13___ (write) the cmment “Nt bad!” Nt bad? But there weren’t any ___14___ (mistake) in my paper.
B
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(dāng)?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。
The cllege entrance examinatin is just arund the crner. Hmewrk and tests will keep many f yu up late at night, and yu may plan t make up fr yur lst sleep during the weekends. ___15___ is it useful? A study published in the jurnal Current Bilgy cmpletely has changed ___16___ peple used t think. It shws that the habit f sleeping in n weekends desn’t fix the damage dne by a lack f sleep during the week. Even ___17___ (bad), it may damage yur health.
C
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(dāng)?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。
The Internatinal Day f Families, which ___18___ (name) by the United Natins in 1993, is held n May 15th every year. The day celebrates the ___19___ (imprtant) f families. It aims ___20___ (develp) peple’s understanding f issues that are related t families. With a different theme each year, the day is bserved with a wide range f events that are rganized at lcal, natinal and internatinal levels.
第二部分閱讀理解（共兩節(jié)，共38分）
第一節(jié)（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(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
A
Our teen petry wrkshps at Pets Huse are pprtunities fr writers in high schl t create and explre petry in ne f the largest petry libraries in the cuntry. Yung pets are given a chance t dig int the art and craft f petry in a fun, creative and inspiring envirnment.
Jin Dave Jhnsn Wrkshp
Jin Dave Jhnsn Wrkshp t write daily new pems in nly 10 minutes. Click the banner fr tw series f vide petry wrkshps where pet, playwright and educatr Dave Jhnsn chses a pet each day, and takes us thrugh a clse reading f their wrk. He gives us an instructin based n their wrk, then a shrt bigraphy and reads an additinal pem. These wrkshps are fun and surprising, fr teens thrugh adults, free.
The Thmpsn Fundatin Initiative
The highlight f ur teen petry wrkshp prgram is the Thmpsn Fundatin Initiative, thrugh which nted pets visit high schl classrms fllwed by free fllw-up class visits t Pets Huse. Recent teachers have included Dave Jhnsn, Jive Petic, and Mahgany Brwne. This initiative is meant t increase access t petic educatin fr under served schls and students by cmbining hands-n instructin frm established pets with n-site visits t ur extensive library. Students engage with petry thrugh reading, writing, and art prjects that integrate the visual and linguistic.
If yu are a teacher interested in this prgram please reach ut t Reggie Harris t arrange sessins fr yur class. Free class trips fr all age levels are als available utside f this prgram.
Intensive Wrkshps fr Teens
Advanced, individualized study is available peridically fr students wh want t cntinue writing petry, thrugh either ur day-lng r week-lng intensive wrkshps.
·One-day wrkshps: Participatin is free. All interested teens are encuraged t sign up.
·Week-lng wrkshps: Participants are determined thrugh an applicatin prcess and an external judge; all interested high schl students are encuraged t apply. Financial aid is available.
21. Teens can get t knw ne pet n a daily basis in _______.
A. Dave Jhnsn Wrkshp
B. the Thmpsn Fundatin Initiative
C. Jive Petic Wrkshp
DIntensive Wrkshps fr Teens
22. In the Thmpsn Fundatin Initiative, students can _______.
A. cntact Reggie Harris t attend class trips
B. visit Pets Huse with Mahgany Brwne
C. wrk ne-n-ne with established pets
D. learn and enjy petry in diverse ways
23. What d the wrkshps in the passage have in cmmn?
A. They are free f charge.
B. They are fr all age grups.
C. They ffer chances t write pems.
D. They have famus pets as teachers.
B
Liu Jichen, funder and CEO f Clear Plate?, designed a mini-prgram that recgnizes empty plates and rewards users with pints. These pints can be exchanged fr gifts like bks and cellphnes, r better yet, they can be used t purchase charity meals dnated t pr children in rural areas f China.
In 2016, Liu, a then student f Tsinghua University, nticed a ppular campaign called “Leftver Party”, where peple brught their leftvers t eat tgether, intending t raise awareness f fd waste. Liu and his classmates rganized ne such event, which was attended by hundreds f peple. The success encuraged him t spread the cncept f reducing fd waste t a wider audience.
The idea f a mini-prgram struck him at a dinner in 2017 when Liu dined at a restaurant which rewarded diners wh finished ff their fd. Liu fund that the restaurant wuld give these diners a card every time and ffer them small gifts when they cllected a certain number f cards. “Everyne wh values fd can enjy a sense f gain at a lwer cst,” Liu said, nting that such an idea culd be realized nline.
He frmed a team t wrk n the prject. Yet it was quite a challenge fr the AI system t identify the upladed phts. Liu and his team, assisted by mre than 1,000 thers, spent half a year cllecting ver 100,000 samples acrss the cuntry t train the digital brain.
“There were s many uncertainties in research and develpment. Fr ur team members, the biggest challenge was whether we were cnfident enugh t cmplete it,” Liu said. They nt nly achieved their gal, but nw, the mini-prgram has mre than five millin registered users. “We hpe t inspire everyne t take actin against fd waste and t cntribute Chinese wisdm and slutins t glbal fd security challenges,” he added.
24. What inspired Liu Jichen t create the mini-prgram?
AA restaurant’s practice.B. His interest in high tech.
C. A campaign cncept.D. His classmates’ advice.
25. What is the main aim f the mini-prgram?
AT increase awareness f charity.
B. T encurage peple t save fd.
C. T cllect phts f empty plates.
D. T prmte bks and ther gifts.
26. Which f the fllwing wrds can best describe Liu Jichen?
A. Generus and ptimistic.B. Lving and easy-ging.
C. Determined and respnsible.D. Grateful and cnsiderate.
C
My university has nw tpped the U.S. News & Wrld Reprt rankings fr 11 years running. Given Princetn’s success, yu might think I wuld be a fan f the list. Nt s. Dn’t get me wrng. I am prud f Princetn’s teaching, research and cmmitment t service. I like seeing ur quality recgnized. Rankings, hwever, are a misleading way t assess universities. Different schls have distinct strengths, structures and missins. The idea f picking ne as “best”, as thugh educatinal prgrams cmpeted like athletic teams, is strange.
Hwever, the U.S. News rankings attract great attentin and a huge custmer base. Applicants and their families rely n the rankings and feel pressure t get int highly regarded institutins. As a result, many schls make intense effrts t mve up in the rankings. This cmpetitin prduces damaging cnsequences. Fr example, sme universities avid ding difficult but valuable things—such as admitting talented lwer-incme students wh can succeed at university if given apprpriate supprt.
Still, students and families need cmparative infrmatin t chse universities. If rankings mislead, what is the alternative? Fr generatins, buyers have turned t Cnsumer Reprts fr advice abut almst everything except university educatin. When Cnsumer Reprts evaluates a prduct, it assesses multiple factrs s that ptential buyers can make their wn chice wisely. Similarly, university applicants need infrmatin abut sme basic variables. Graduatin rates are crucial. A university that des nt graduate its students is like a car with a bad maintenance (維修) recrd. It csts mney withut getting yu anywhere. What applicants need is nt the average graduatin rate, but the rate fr students with backgrunds like their wn. Fr example, sme places successfully graduate their wealthy students but d less well fr lwer-incme students. Applicants shuld als see sme measure f pst-graduatin utcmes.
Here is a partial list f ther factrs that matter: cst f tuitin (學(xué)費(fèi)) and fees; high-quality teachers actively engaged in undergraduate instructin; and a learning culture cmpsed f diverse students wh study hard and educate ne anther. Judged by these criteria, many schls culd be “Cnsumer Reprts Best Buys”. Applicants shuld be excited t get int any f them; they shuld pick the ne they find mst appealing; and they shuld nt waste time wrrying abut which is “the best”.
It wuld be great t have a Cnsumer Reprts fr universities. I hpe that sme natinal publicatin will have the curage t prduce an annual, user-friendly Cnsumer Reprts-style analysis f higher educatin institutins, even if it is nt as attractive as a ftball-style set f rankings. In the meantime, thse f us wh understand the imperfectin in the rankings must call them ut—even when, indeed especially when, we finish at the tp.
27. What is the authr’s attitude twards university rankings?
A. Supprtive.B. Indifferent.C. Disapprving.D. Neutral.
28. Why des the authr mentin Cnsumer Reprts?
A. T reveal the multiplicity f cnsumers.
B. T present the infrmatin f ptential buyers.
C. T highlight the difficulty f chsing universities.
D. T emphasize the need f verall evaluatin f universities.
29. What can we learn frm this passage?
A. It is nt likely t have a Cnsumer Reprts fr universities.
B. The mst suitable university fr applicants may nt rank the tp.
C. The average graduatin rate is crucial t lwer-incme applicants.
D. The tp universities can see the imperfectin in the rankings better.
30. What is the main idea f the passage?
A. There is n such thing as a gd r bad student.
B. Educatin equality is an ideal hard t be realized.
C. An alternative apprach is needed t assess universities.
D. Discriminatin against pr students brings lss f talents.
D
If there’s ne cliché (陳詞濫調(diào)) that really annys Danah Byd, a specialist researcher wh has made a career frm studying the way teenagers use the web, it’s that f the digital native. “Tday the wrld has cmputer-mediated cmmunicatins. Thus, in rder t learn abut their scial wrld arund them, teenagers are learning abut thse things t. And they’re using that t wrk ut the stuff that kids have always wrked ut: peer (同齡人) sciality, status, etc.” she says.
It’s n surprise Byd takes exceptin, really. As ne f the first digital anthrplgists t dig int the way teenagers use scial netwrking sites, she gained insights int the scial web by taking a clser lk at what was ging n.
Lately, her wrk has been abut explaining new ways f interpreting the behavir we see nline. She utlined sme examples at a recent cnference in San Francisc, including the case f a yung man frm ne f the prest districts f Ls Angeles wh was applying fr a tp American cllege. The applicant said he wanted t escape the influence f vilence, but the admissins fficer was shcked when he discvered that the by’s MySpace page was cvered with precisely the vilent language he claimed t hate. “Why was he lying abut his mtivatins?” asked the university. “He wasn’t,” said Byd. “In his wrld, shwing the right images nline was a key part f surviving daily life.”
Understanding what’s happening nline is especially imprtant, fr tday’s teenagers have a vastly different apprach t privacy frm their parents. She says, “Adults think f the hme as a very private space. That’s ften nt the case fr teenagers because they have little r n cntrl ver wh has access t it, r under what cnditins. As a result, the nline wrld can feel mre private because it feels like there’s mre cntrl.”
The cncept f cntrl is central t Byd’s wrk, and it applies t pinting ut the true facts abut teenage behavir. Byd suggests cntrl remains in the same places as it always did.
“Technlgists all g fr the idea f techn-utpia (烏托邦), the web as great demcratizer (民主化)”, she says. “But we’re nt actually demcratizing the whle system; we’re just shifting the way in which we discriminate.”
It’s a call t arms that mst academic researchers wuld tend t sidestep, but then Byd admits t treading a fine line between academics and activists. “The questins I cntinue t want t ask are the things that are challenging t me；having t sit dwn and be frced t think abut uncmfrtable scial stuff, and it’s really hard t get my head arund it, which means it’s exactly what I shuld dive in and deal with, ” she says.
31. What des Danah Byd think f “cmputer-mediated cmmunicatins”?
A. They teach teenagers abut scial interactin.
B. They replace ther srts f scial interactin fr teenagers.
C. They are necessary fr teenagers t have scial interactin.
D. They are barriers t wider scial interactin amng teenagers.
32. Why des Danah Byd cite the example f the Ls Angeles cllege applicant?
A. T shw hw easy it is t investigate smebdy’s nline activity.
B. T explain hw easy it is t misinterpret an individual nline activity.
C. T prve hw imprtant it is t check the cntent f smene’s nline activity.
D. T express hw necessary it is t judge smene’s sincerity frm his nline activity.
33. Danah Byd argues in Paragraph 4 that________.
A. parents tend nt t respect teenagers’ need fr nline privacy
B. teenagers are less cncerned abut privacy than their parents
C. teenagers feel mre private in the nline wrld than in the hme
D. parents value the idea f privacy less in a dmestic envirnment
34. It can be inferred frm the last paragraph that Danah Byd________.
A. is willing t take n research challenges thers wuld avid
B. regards herself as being mre f an activist than a researcher
C. is aware that she is lacking in ability t deal with the challenges
D. feels like abandning the research int uncmfrtable scial stuff
第二節(jié)（共5小題；每小題2分，共10分）
根據(jù)短文內(nèi)容，從短文后的七個選項(xiàng)中選出能填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Once cnsidered an ptinal lifestyle chice, recycling has becme a cmmnplace activity in mst areas. One type f recycling, called dwncycling, invlves re-purpsing a material int a new prduct f lesser quality. _____35_____
Dwncycling is als knwn as dwnstream recycling. It is mst cmmn in terms f industrial materials. These prducts lse their value as they are recycled, which limits their capacity fr new use. _____36_____ White writing paper, fr example, is ften dwncycled int cardbard; nce dwncycled t this new frm, it can n lnger be used as white paper again. Anther example f dwncycling includes the use f plastic cmpnents.
Giving prducts a new life is cnsidered a gd way t reuse materials and avid waste. Once dwncycled t their full capacity, hwever, these materials are eventually s degraded that they cannt be reused further. Since dwncycled prducts are cnsidered f lwer quality than their riginal frm, they cannt be used in remaking their riginal prduct.
_____37_____ Plastic, glass, and aluminium prducts cded with the number ne may be remade int smething f equal r greater value. This type f recycling is knwn as upcycling, and represents the frward cmpatibility f recycled cmpnents. Materials available fr dwncycling, such as water, juice, and milk bttles, are cded with the number tw. _____38_____
Items available fr dwncycling ften require additinal chemicals, energy, and ther treatments in rder t transfrm them int smething usable. Durable plastic prducts in particular require much additinal treatment. Trash bins, tables, and chairs are als cnsidered materials with a high energy cst t recycle.
When a prduct reaches a cde seven, it is cnsidered n lnger recyclable. _____39_____ Since these prducts can n lnger be made int new nes, they will either have t be reused r discarded, typically in a landfill.
A. It can include varying grades f plastic, paper prducts, and ther materials.
B. Their recycled frm is typically bth weaker and cheaper than their riginal ne.
C. They may nt be used t cntain fd-grade items again upn being dwncycled.
D. Prducts are prvided with cdes t determine their grades and whether r nt they may be recycled.
E. This usually ccurs when a substance is blended with ther substances, such as different types f plastic with varius recycling cdes.
第三部分書面表達(dá)（共兩節(jié)，共32分）
第一節(jié)（共4小題；第40、41題各2分，第42題3分，第43題5分，共12分）
In 1983, Hward Gardner, a prfessr at Harvard, published Frames f Mind: The Thery f Multiple Intelligences. In the bk, he presented ne type f intelligence that everyne must develp if they want t be successful. That is emtinal intelligence.
Emtinal intelligence refers t the ability t identify and regulate yur wn emtins. It means having a deep understanding f yurself, knwing yur wn strengths and weaknesses, and handling reactins and emtins wisely. Emtinal intelligence is critical fr success in almst any field and it is especially imprtant fr high-stress envirnments, fr example, when times are tugh and when a persn wants t quit r is fearful.
We all knw highly emtinal peple. Rather than react wisely, they tend t let their emtins run their lives, ften saying r ding smething they may later regret. I’ve seen many peple d this n scial media, getting in arguments with lved nes ver trivial stuff because they have different pinins. This inability t master the self leads t many struggles and heartaches fr peple.
Emtinal intelligence des nt mean being vid (沒有) f emtins. It means yu knw it is kay t be angry, just nt ut-f-cntrl angry. Yu knw it’s kay t feel hurt, but it is nt kay t d smething stupid in the name f revenge (報(bào)復(fù)). Many f us knw peple wh are very intelligent, but allw their emtins t damage their lives.
Nw, reflect n hw yu manage yur emtins. Are yu smart in the way yu express what yu’re feeling, especially when the pressure is n?
40. Accrding t the passage, what is “emtinal intelligence”?
41. Hw d highly emtinal peple deal with their emtins?
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
It’s imprtant t keep yur emtins under cntrl, s when yu get hurt, yu shuld neither get angry nr d stupid things fr revenge.
43. In yur daily life, what can yu d t better manage yur emtins?
第二節(jié)書面表達(dá)（20分）
44. 假設(shè)你是紅星中學(xué)高二學(xué)生李華。你在學(xué)校英語演講比賽中榮獲一等獎，請用英文寫一封郵件感謝外教Jim對你的幫助，內(nèi)容包括：
1. 表示感謝；
2. 回顧Jim對你的幫助；
3. 你的祝愿。
注意：1. 詞數(shù)100左右。
2. 開頭和結(jié)尾已給出，不計(jì)入總詞數(shù)。
Dear Jim，
_________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua豐臺區(qū)2023-2024學(xué)年度第一學(xué)期期中練習(xí)
高二英語（A卷）
考試時(shí)間：90 分鐘
第一部分知識運(yùn)用（共兩節(jié)， 30分）
第一節(jié)（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(xiàng)中，選出最佳選項(xiàng)，并在答題紙上將該項(xiàng)涂黑。
My friendship with the students in a primary schl in Uganda started n a shaky grund. The____1____f nt being understd was hidden within, fr they spke a language different frm that f mine and mine t fell n deaf ears.
I greeted them with a wide smile, and when I spke further, they replied with ice cld____2____. A reminder eched in my mind: yu must live thrugh it t get t them. S I gave it anther try. I spke____3____English with hand gestures and a bit f dancing. If all failed, the smile wuld____4____. Sn we picked up and then the____5____f the learners came int play. At the mentin f a name, trembles and face cvering were the respnse I gt. I decided t____6____a desk with a team each day during grup wrk t get clser. After schl, I accmpanied them hme.
____7____, we became friends. They were even aware f my favrite fruit，avcad (牛油果). If I didn’t get ne n my desk, it wuld____8____me wherever I was. My slippers were wrn ut. One night I left them ut as n ne culd steal a pair f slippers in that state. The next mrning, I was ready t drag my slippers n as usual and I was surprised they had been____9____. Ww!
The little things we d fr each ther bring us great jy and warmth. We dn’t have a prper spken language, but we are fluent in the language f_____10_____.
1. A. angerB. fearC. cnfusinD. disappintment
2. A. agreementB. blameC. cmmentD. silence
3. A. simpleB. fficialC. academicD. unusual
4. A. turn upB. break ffC. take verD. fade away
5. A. shynessB. lazinessC. lnelinessD. calmness
6. A. clearB. shareC. searchD. exchange
7. A. SuddenlyB. ObviuslyC. AccidentallyD. Gradually
8. A. hitB. findC. catchD. hunt
9. A. packedB. cleanedC. repairedD. abandned
10. A. sympathyB. admiratinC. friendshipD. cnfidence
【答案】1. B 2. D 3. A 4. C 5. A 6. B 7. D 8. B 9. C 10. C
【解析】
【分析】本文是一篇記敘文，文章主要介紹了作者在烏干達(dá)一所小學(xué)教英語，由于語言不通，作者與學(xué)生們從有隔閡，到師生之間為彼此做的小事，拉近了彼此間的距離。
【1題詳解】
考查名詞詞義辨析。句意：他們心中隱藏著一種不被理解的恐懼，因?yàn)樗麄冋f的語言與我的語言不同，我的語言也被置若罔聞。A. anger生氣；B. fear害怕；C. cnfusin困惑；D. disappintment失望。根據(jù)“fr they spke a language different frm that f mine and mine t fell n deaf ears.”可知，因?yàn)檎Z言不通，所以彼此有著不被理解的恐懼。故選B。
【2題詳解】
考查名詞詞義辨析。句意：我以燦爛的笑容迎接他們，當(dāng)我進(jìn)一步說話時(shí)，他們以冰冷的沉默回答。A. agreement同意；B. blame責(zé)備；C. cmment評論；D. silence沉默。根據(jù)“I greeted them with a wide smile, and when I spke further,”及上文語言不通可知，學(xué)生們以冰冷的沉默回答作者。故選D。
【3題詳解】
考查形容詞詞義辨析。句意：我說著簡單的英語，做著手勢，還跳了一會兒舞。A. simple簡單的；B. fficial官方的；C. academic學(xué)術(shù)的；D. unusual不尋常的。根據(jù)“with hand gestures and a bit f dancing.”可知，因?yàn)檎Z言不通，作者說著簡單的英語。故選A。
【4題詳解】
考查動詞短語詞義辨析。句意：如果一切都失敗了，微笑就會取而代之。A. turn up出現(xiàn)；B. break ff中斷；C. take ver接管；D. fade away逐漸消失。根據(jù)“If all failed,”可知，如果作者所做的一切都失敗了，就用微笑取代。故選C。
【5題詳解】
考查名詞詞義辨析。句意：我們很快就學(xué)會了，然后學(xué)習(xí)者的害羞開始起作用了。A. shyness害羞；B. laziness懶惰；C. lneliness孤獨(dú)；D. calmness鎮(zhèn)靜。根據(jù)“At the mentin f a name, trembles and face cvering were the respnse I gt.”可知，學(xué)生害怕被提問，所以是害羞。故選A。
【6題詳解】
考查動詞詞義辨析。句意：在小組工作中，我決定每天與一組人共用一張桌子，以拉近彼此的距離。A. clear清理；B. share分享；C. search尋找；D. exchange交換。根據(jù)“during grup wrk t get clser.”可知，作者每天與學(xué)生中的一組人共用一張桌子。故選B。
【7題詳解】
考查副詞詞義辨析。句意：漸漸地，我們成了朋友。A. Suddenly突然；B. Obviusly明顯地；C. Accidentally偶然地；D. Gradually逐漸地。根據(jù)“we became friends.”可知，作者和學(xué)生逐漸變成朋友。故選D。
【8題詳解】
考查動詞詞義辨析。句意：如果我桌上沒有，不管我在哪里，它都會找到我。A. hit打；B. find發(fā)現(xiàn)；C. catch抓?。籇. hunt尋找。根據(jù)“They were even aware f my favrite fruit，avcad (牛油果). If I didn’t get ne n my desk,”可知，這里指不管作者在哪里，學(xué)生們都會把牛油果送到作者那里。故選B。
【9題詳解】
考查動詞詞義辨析。句意：第二天早上，我準(zhǔn)備像往常一樣拖著我的拖鞋，我驚訝地發(fā)現(xiàn)它們已經(jīng)修好了。A. packed打包；B. cleaned清潔；C. repaired修理；D. abandned拋棄。根據(jù)“My slippers were wrn ut.”可知，作者的壞拖鞋被學(xué)生修好。故選C。
【10題詳解】
考查名詞詞義辨析。句意：我們沒有合適口語，但我們的友誼語言很流利。A. sympathy同情；B. admiratin羨慕；C. friendship友誼；D. cnfidence自信。根據(jù)“We dn’t have a prper spken language,”和轉(zhuǎn)折詞but可知，作者和學(xué)生之間雖然語言不通，但彼此間的友誼語言卻很暢通。故選C。
第二節(jié)語法填空 (共10小題；每小題1.5分, 共15分)
A
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(dāng)?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。
The British must have really high standards. I was part f a student exchange prgramme between a university in England and my university in China. I had spent days in ___11___ (prepare) fr my first English paper. I knew I did a gd jb and was lking frward ___12___ getting a psitive cmment. When I gt the paper back, I fund that my teacher ___13___ (write) the cmment “Nt bad!” Nt bad? But there weren’t any ___14___ (mistake) in my paper.
【答案】11. preparing
12. t 13. had written
14. mistakes
【解析】
【分析】這是一篇記敘文。文章通過自己在英國一所大學(xué)的學(xué)習(xí)經(jīng)歷講述了英國人有很高的標(biāo)準(zhǔn)。
【11題詳解】
考查動名詞。句意：我花了幾天時(shí)間準(zhǔn)備我的第一篇英語論文。固定搭配spend…(in) ding sth.（花……干某事），用動名詞（ding）形式作賓語。故填preparing。
【12題詳解】
考查介詞。句意：我知道我做得很好，并期待著得到積極的評價(jià)。固定搭配lk frward t ding sth.（期待干某事），用介詞t。故填t。
【13題詳解】
考查時(shí)態(tài)。句意：當(dāng)我把試卷拿回來時(shí)，我發(fā)現(xiàn)我老師寫了一句話：“不錯”。此處為賓語從句謂語，主句謂語fund是一般過去時(shí)，從句謂語動詞write發(fā)生在主句謂語fund之前，即“過去的過去”，時(shí)態(tài)用過去完成時(shí)（had dne）。故填had written。
【14題詳解】
考查名詞的數(shù)。句意：但我的論文沒有任何錯誤。mistake是可數(shù)名詞，此處作句子主語，由were可知用其復(fù)數(shù)形式。故填mistakes。
B
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(dāng)?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。
The cllege entrance examinatin is just arund the crner. Hmewrk and tests will keep many f yu up late at night, and yu may plan t make up fr yur lst sleep during the weekends. ___15___ is it useful? A study published in the jurnal Current Bilgy cmpletely has changed ___16___ peple used t think. It shws that the habit f sleeping in n weekends desn’t fix the damage dne by a lack f sleep during the week. Even ___17___ (bad), it may damage yur health.
【答案】15. But/ Yet
16. what 17. wrse
【解析】
【分析】這是一篇說明文。文章一項(xiàng)研究表明，周末睡懶覺的習(xí)慣并不能彌補(bǔ)一周睡眠不足造成的損害。
【15題詳解】
考查連詞。句意：但它有用嗎？上文講“學(xué)生考前熬夜，會計(jì)劃在周末彌補(bǔ)之前睡眠不足”，此處表示質(zhì)疑，表轉(zhuǎn)折，用but/yet（但是/然而），首字母大寫。故填But/ Yet。
【16題詳解】
考查賓語從句引導(dǎo)詞。句意：發(fā)表在《當(dāng)代生物學(xué)》雜志上的一項(xiàng)研究徹底改變了人們過去的想法。動詞change后接賓語從句，缺乏引導(dǎo)詞，從句中動詞think缺乏賓語，指“什么”，用連接代詞what。故填what。
【17題詳解】
考查比較級。句意：更糟糕的是，它可能會損害你的健康。even +形容詞比較級，構(gòu)成固定搭配even wrse（更糟的是）。故填wrse。
C
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(dāng)?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。
The Internatinal Day f Families, which ___18___ (name) by the United Natins in 1993, is held n May 15th every year. The day celebrates the ___19___ (imprtant) f families. It aims ___20___ (develp) peple’s understanding f issues that are related t families. With a different theme each year, the day is bserved with a wide range f events that are rganized at lcal, natinal and internatinal levels.
【答案】18. was named
19. imprtance
20. t develp
【解析】
【分析】這是一篇說明文。主要介紹了國際家庭日于1993年由聯(lián)合國確定，每年的5月15日為國際家庭日。這一天慶祝家庭的重要性。它的目的是促進(jìn)人們對與家庭有關(guān)的問題的理解。每年這一天都有不同的主題，在地方、國家和國際各級組織各種各樣的活動來紀(jì)念這一天。
【18題詳解】
考查動詞時(shí)態(tài)語態(tài)。句意：國際家庭日于1993年由聯(lián)合國確定，每年的5月15日為國際家庭日。此處為非限制性定語從句修飾先行詞The Internatinal Day f Families，先行詞在從句中作主語，根據(jù)后文in 1993可知用一般過去時(shí)，主語與謂語動詞構(gòu)成被動關(guān)系，應(yīng)用一般過去時(shí)的被動語態(tài)，謂語動詞與先行詞保持一致，用單數(shù)。故填was named。
【19題詳解】
考查名詞。句意：這一天慶祝家庭的重要性。空處作賓語，表示“重要性”應(yīng)用名詞imprtance，表抽象概念，不可數(shù)。故填imprtance。
【20題詳解】
考查非謂語動詞。句意：它的目的是促進(jìn)人們對與家庭有關(guān)的問題的理解。結(jié)合句意表示“目的是……”短語為aim t d sth.。故填t develp。
第二部分閱讀理解（共兩節(jié)，共38分）
第一節(jié)（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(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
A
Our teen petry wrkshps at Pets Huse are pprtunities fr writers in high schl t create and explre petry in ne f the largest petry libraries in the cuntry. Yung pets are given a chance t dig int the art and craft f petry in a fun, creative and inspiring envirnment.
Jin Dave Jhnsn Wrkshp
Jin Dave Jhnsn Wrkshp t write daily new pems in nly 10 minutes. Click the banner fr tw series f vide petry wrkshps where pet, playwright and educatr Dave Jhnsn chses a pet each day, and takes us thrugh a clse reading f their wrk. He gives us an instructin based n their wrk, then a shrt bigraphy and reads an additinal pem. These wrkshps are fun and surprising, fr teens thrugh adults, free.
The Thmpsn Fundatin Initiative
The highlight f ur teen petry wrkshp prgram is the Thmpsn Fundatin Initiative, thrugh which nted pets visit high schl classrms fllwed by free fllw-up class visits t Pets Huse. Recent teachers have included Dave Jhnsn, Jive Petic, and Mahgany Brwne. This initiative is meant t increase access t petic educatin fr under served schls and students by cmbining hands-n instructin frm established pets with n-site visits t ur extensive library. Students engage with petry thrugh reading, writing, and art prjects that integrate the visual and linguistic.
If yu are a teacher interested in this prgram, please reach ut t Reggie Harris t arrange sessins fr yur class. Free class trips fr all age levels are als available utside f this prgram.
Intensive Wrkshps fr Teens
Advanced, individualized study is available peridically fr students wh want t cntinue writing petry, thrugh either ur day-lng r week-lng intensive wrkshps.
·One-day wrkshps: Participatin is free. All interested teens are encuraged t sign up.
·Week-lng wrkshps: Participants are determined thrugh an applicatin prcess and an external judge; all interested high schl students are encuraged t apply. Financial aid is available.
21. Teens can get t knw ne pet n a daily basis in _______.
A. Dave Jhnsn Wrkshp
B. the Thmpsn Fundatin Initiative
C. Jive Petic Wrkshp
D. Intensive Wrkshps fr Teens
22. In the Thmpsn Fundatin Initiative, students can _______.
A. cntact Reggie Harris t attend class trips
B. visit Pets Huse with Mahgany Brwne
C. wrk ne-n-ne with established pets
D. learn and enjy petry in diverse ways
23. What d the wrkshps in the passage have in cmmn?
A. They are free f charge.
B. They are fr all age grups.
C. They ffer chances t write pems.
D. They have famus pets as teachers.
【答案】21. A 22. D 23. C
【解析】
【導(dǎo)語】這是一篇應(yīng)用文。文章介紹了在詩人之家舉辦的青少年詩歌研討會為高中作家提供的三個學(xué)習(xí)研討詩歌的項(xiàng)目。
【21題詳解】
細(xì)節(jié)理解題。根據(jù)第二段中的“Click the banner fr tw series f vide petry wrkshps where pet, playwright and educatr Dave Jhnsn chses a pet each day, and takes us thrugh a clse reading f their wrk.”（點(diǎn)擊橫幅，觀看兩個系列的視頻詩歌研討會，詩人、劇作家和教育家戴夫·約翰遜每天都會選擇一位詩人，并帶我們仔細(xì)閱讀他們的作品。）可知，青少年每日可以通過戴夫·約翰遜研討會了解一位詩人。故選A項(xiàng)。
【22題詳解】
推理判斷題。根據(jù)The Thmpsn Fundatin Initiative標(biāo)題下“Students engage with petry thrugh reading, writing, and art prjects that integrate the visual and linguistic.”（學(xué)生通過閱讀、寫作和融合視覺和語言的藝術(shù)項(xiàng)目參與詩歌創(chuàng)作。）可知，在湯普森基金會倡議活動中學(xué)生可以通過不同的方式學(xué)習(xí)和享受詩歌。故選D項(xiàng)。
【23題詳解】
推理判斷題。根據(jù)第一段的“Jin Dave Jhnsn Wrkshp t write daily new pems in nly 10 minutes.”（加入戴夫·約翰遜工作坊，只需10分鐘即可寫出每日新詩。）及The Thmpsn Fundatin Initiative標(biāo)題下“Students engage with petry thrugh reading, writing, and art prjects that integrate the visual and linguistic.”（學(xué)生通過閱讀、寫作和融合視覺和語言的藝術(shù)項(xiàng)目參與詩歌創(chuàng)作。）及Intensive Wrkshps fr Teens標(biāo)題下“Advanced, individualized study is available peridically fr students wh want t cntinue writing petry, thrugh either ur day-lng r week-lng intensive wrkshps.”（通過我們?yōu)槠谝惶旎蛞恢艿膹?qiáng)化研討會，希望繼續(xù)寫詩的學(xué)生可以定期進(jìn)行高級個性化學(xué)習(xí)。）可知，三個研討會的共同點(diǎn)是它們提供了寫詩歌的機(jī)會。故選C項(xiàng)。
B
Liu Jichen, funder and CEO f Clear Plate?, designed a mini-prgram that recgnizes empty plates and rewards users with pints. These pints can be exchanged fr gifts like bks and cellphnes, r better yet, they can be used t purchase charity meals dnated t pr children in rural areas f China.
In 2016, Liu, a then student f Tsinghua University, nticed a ppular campaign called “Leftver Party”, where peple brught their leftvers t eat tgether, intending t raise awareness f fd waste. Liu and his classmates rganized ne such event, which was attended by hundreds f peple. The success encuraged him t spread the cncept f reducing fd waste t a wider audience.
The idea f a mini-prgram struck him at a dinner in 2017 when Liu dined at a restaurant, which rewarded diners wh finished ff their fd. Liu fund that the restaurant wuld give these diners a card every time and ffer them small gifts when they cllected a certain number f cards. “Everyne wh values fd can enjy a sense f gain at a lwer cst,” Liu said, nting that such an idea culd be realized nline.
He frmed a team t wrk n the prject. Yet it was quite a challenge fr the AI system t identify the upladed phts. Liu and his team, assisted by mre than 1,000 thers, spent half a year cllecting ver 100,000 samples acrss the cuntry t train the digital brain.
“There were s many uncertainties in research and develpment. Fr ur team members, the biggest challenge was whether we were cnfident enugh t cmplete it,” Liu said. They nt nly achieved their gal, but nw, the mini-prgram has mre than five millin registered users. “We hpe t inspire everyne t take actin against fd waste and t cntribute Chinese wisdm and slutins t glbal fd security challenges,” he added.
24. What inspired Liu Jichen t create the mini-prgram?
A. A restaurant’s practice.B. His interest in high tech.
C. A campaign cncept.D. His classmates’ advice.
25. What is the main aim f the mini-prgram?
A. T increase awareness f charity.
B. T encurage peple t save fd.
C. T cllect phts f empty plates.
D. T prmte bks and ther gifts.
26. Which f the fllwing wrds can best describe Liu Jichen?
A. Generus and ptimistic.B. Lving and easy-ging.
C. Determined and respnsible.D. Grateful and cnsiderate.
【答案】24. A 25. B 26. C
【解析】
【分析】這是一篇記敘文。文章介紹了Clear Plate?的創(chuàng)始人兼首席執(zhí)行官劉繼臣創(chuàng)辦小程序激勵大家采取行動反對糧食浪費(fèi)的故事。
【24題詳解】
細(xì)節(jié)理解題。根據(jù)第三段第一句“The idea f a mini-prgram struck him at a dinner in 2017 when Liu dined at a restaurant, which rewarded diners wh finished ff their fd. ”（在2017年的一次晚宴上，他想到了小程序的想法，當(dāng)時(shí)劉繼臣在一家餐廳吃飯，這家餐廳獎勵吃完食物的人。）可知，劉繼臣創(chuàng)作這個小程序的靈感來自一家餐館的做法。故選A。
【25題詳解】
細(xì)節(jié)理解題。根據(jù)最后一段最后一句“We hpe t inspire everyne t take actin against fd waste and t cntribute Chinese wisdm and slutins t glbal fd security challenges”（我們希望激勵大家采取行動，反對糧食浪費(fèi)，為全球糧食安全挑戰(zhàn)貢獻(xiàn)中國智慧和解決方案）可知，這個小程序的主要目的是鼓勵人們節(jié)省糧食。故選B。
【26題詳解】
推理判斷題。根據(jù)最后一段第二句“Fr ur team members, the biggest challenge was whether we were cnfident enugh t cmplete it”（對于我們的團(tuán)隊(duì)成員來說，最大的挑戰(zhàn)是我們是否有足夠的信心去完成它）和第三句“They nt nly achieved their gal, but nw, the mini-prgram has mre than five millin registered users.”（他們不僅實(shí)現(xiàn)了他們的目標(biāo)，而且現(xiàn)在，這個小程序已經(jīng)擁有超過500萬的注冊用戶。）可知，劉繼臣和他的團(tuán)隊(duì)面對巨大的挑戰(zhàn)滿懷信心并達(dá)成目標(biāo)，所以劉繼臣是一個很有決心的人。根據(jù)最后一段最后一句“We hpe t inspire everyne t take actin against fd waste and t cntribute Chinese wisdm and slutins t glbal fd security challenges”（我們希望激勵大家采取行動，反對糧食浪費(fèi)，為全球糧食安全挑戰(zhàn)貢獻(xiàn)中國智慧和解決方案）可知，劉繼臣創(chuàng)辦小程序來鼓勵大家采取行動，反對糧食浪費(fèi)，是一個很有責(zé)任心的人。故選C。
C
My university has nw tpped the U.S. News & Wrld Reprt rankings fr 11 years running. Given Princetn’s success, yu might think I wuld be a fan f the list. Nt s. Dn’t get me wrng. I am prud f Princetn’s teaching, research and cmmitment t service. I like seeing ur quality recgnized. Rankings, hwever, are a misleading way t assess universities. Different schls have distinct strengths, structures and missins. The idea f picking ne as “best”, as thugh educatinal prgrams cmpeted like athletic teams, is strange.
Hwever, the U.S. News rankings attract great attentin and a huge custmer base. Applicants and their families rely n the rankings and feel pressure t get int highly regarded institutins. As a result, many schls make intense effrts t mve up in the rankings. This cmpetitin prduces damaging cnsequences. Fr example, sme universities avid ding difficult but valuable things—such as admitting talented lwer-incme students wh can succeed at university if given apprpriate supprt.
Still, students and families need cmparative infrmatin t chse universities. If rankings mislead, what is the alternative? Fr generatins, buyers have turned t Cnsumer Reprts fr advice abut almst everything except university educatin. When Cnsumer Reprts evaluates a prduct, it assesses multiple factrs s that ptential buyers can make their wn chice wisely. Similarly, university applicants need infrmatin abut sme basic variables. Graduatin rates are crucial. A university that des nt graduate its students is like a car with a bad maintenance (維修) recrd. It csts mney withut getting yu anywhere. What applicants need is nt the average graduatin rate, but the rate fr students with backgrunds like their wn. Fr example, sme places successfully graduate their wealthy students but d less well fr lwer-incme students. Applicants shuld als see sme measure f pst-graduatin utcmes.
Here is a partial list f ther factrs that matter: cst f tuitin (學(xué)費(fèi)) and fees; high-quality teachers actively engaged in undergraduate instructin; and a learning culture cmpsed f diverse students wh study hard and educate ne anther. Judged by these criteria, many schls culd be “Cnsumer Reprts Best Buys”. Applicants shuld be excited t get int any f them; they shuld pick the ne they find mst appealing; and they shuld nt waste time wrrying abut which is “the best”.
It wuld be great t have a Cnsumer Reprts fr universities. I hpe that sme natinal publicatin will have the curage t prduce an annual, user-friendly Cnsumer Reprts-style analysis f higher educatin institutins, even if it is nt as attractive as a ftball-style set f rankings. In the meantime, thse f us wh understand the imperfectin in the rankings must call them ut—even when, indeed especially when, we finish at the tp.
27. What is the authr’s attitude twards university rankings?
A. Supprtive.B. Indifferent.C. Disapprving.D. Neutral.
28. Why des the authr mentin Cnsumer Reprts?
A. T reveal the multiplicity f cnsumers.
B. T present the infrmatin f ptential buyers.
C. T highlight the difficulty f chsing universities.
D. T emphasize the need f verall evaluatin f universities.
29. What can we learn frm this passage?
A. It is nt likely t have a Cnsumer Reprts fr universities.
B. The mst suitable university fr applicants may nt rank the tp.
C. The average graduatin rate is crucial t lwer-incme applicants.
D. The tp universities can see the imperfectin in the rankings better.
30. What is the main idea f the passage?
A. There is n such thing as a gd r bad student.
B. Educatin equality is an ideal hard t be realized.
C. An alternative apprach is needed t assess universities.
D. Discriminatin against pr students brings lss f talents.
【答案】27. C 28. D 29. B 30. C
【解析】
【分析】這是一篇議論文。文章主要討論了大學(xué)排名是是一種誤導(dǎo)性的評估方式，所以作者用其他的方法來評估大學(xué)。
【詳解】1.觀點(diǎn)態(tài)度題。根據(jù)第一段中的“Rankings, hwever, are a misleading way t assess universities.”(然而，排名是一種誤導(dǎo)性的大學(xué)評估方式。)可知，作者認(rèn)為排名是一種誤導(dǎo)性的大學(xué)評估方式，由此可以推斷出，作者對大學(xué)排名的態(tài)度是不贊成的，C選項(xiàng)“Disapprving”(反對的；不贊成的)符合，A. Supprtive.支持的；B. Indifferent.漠不關(guān)心的；D. Neutral.中立的，均不符，故選C。
2.推理判斷題。根據(jù)第三段中的“If rankings mislead, what is the alternative? Fr generatins, buyers have turned t Cnsumer Reprts fr advice abut almst everything except university educatin. When Cnsumer Reprts evaluates a prduct, it assesses multiple factrs s that ptential buyers can make their wn chice wisely. Similarly, university applicants need infrmatin abut sme basic variables.”(如果排名誤導(dǎo)了別人，那還有什么選擇呢？幾代人以來，除了大學(xué)教育，消費(fèi)者幾乎都是從《消費(fèi)者報(bào)告》中獲得各方面的建議。當(dāng)《消費(fèi)者報(bào)告》評估一個產(chǎn)品時(shí)，它評估了多個因素，以便潛在的買家能夠明智地做出自己的選擇。同樣，大學(xué)申請者需要一些基本變量的信息。)可知，作者提到《消費(fèi)者報(bào)告》是為了強(qiáng)調(diào)大學(xué)綜合評價(jià)的必要性，故選D。
3.推理判斷題。根據(jù)倒數(shù)第二段中的“they shuld pick the ne they find mst appealing; and they shuld nt waste time wrrying abut which is “the best”.”(他們應(yīng)該挑選自己認(rèn)為最有吸引力的學(xué)校，而不應(yīng)該浪費(fèi)時(shí)間擔(dān)心哪一所學(xué)校是“最好的”。)可知，申請者應(yīng)該申請自己認(rèn)為最有吸引力的學(xué)校而不是那些排名最好的學(xué)校，由此可以推斷出最適合申請者的學(xué)校，不一定是排名最好的學(xué)校，故選B。
4.主旨大意題。通讀全文，尤其是最后一段中的“It wuld be great t have a Cnsumer Reprts fr universities. I hpe that sme natinal publicatin will have the curage t prduce an annual, user-friendly Cnsumer Reprts-style analysis f higher educatin institutins, even if it is nt as attractive as a ftball-style set f rankings.”(如果能有一份大學(xué)的《消費(fèi)者報(bào)告》就好了。我希望一些全國性的出版物有勇氣對高等教育機(jī)構(gòu)進(jìn)行一年一度、用戶友好型的消費(fèi)者報(bào)告分析，即使它不像足球式的排名那么有吸引力也沒關(guān)系。)可知，文章主要講述了大學(xué)排名是是一種誤導(dǎo)性的評估方式，所以要用其他的方法來評估大學(xué)，即大學(xué)需要另一種評估方式。故選C。
D
If there’s ne cliché (陳詞濫調(diào)) that really annys Danah Byd, a specialist researcher wh has made a career frm studying the way teenagers use the web, it’s that f the digital native. “Tday the wrld has cmputer-mediated cmmunicatins. Thus, in rder t learn abut their scial wrld arund them, teenagers are learning abut thse things t. And they’re using that t wrk ut the stuff that kids have always wrked ut: peer (同齡人) sciality, status, etc.” she says.
It’s n surprise Byd takes exceptin, really. As ne f the first digital anthrplgists t dig int the way teenagers use scial netwrking sites, she gained insights int the scial web by taking a clser lk at what was ging n.
Lately, her wrk has been abut explaining new ways f interpreting the behavir we see nline. She utlined sme examples at a recent cnference in San Francisc, including the case f a yung man frm ne f the prest districts f Ls Angeles wh was applying fr a tp American cllege. The applicant said he wanted t escape the influence f vilence, but the admissins fficer was shcked when he discvered that the by’s MySpace page was cvered with precisely the vilent language he claimed t hate. “Why was he lying abut his mtivatins?” asked the university. “He wasn’t,” said Byd. “In his wrld, shwing the right images nline was a key part f surviving daily life.”
Understanding what’s happening nline is especially imprtant, fr tday’s teenagers have a vastly different apprach t privacy frm their parents. She says, “Adults think f the hme as a very private space. That’s ften nt the case fr teenagers because they have little r n cntrl ver wh has access t it, r under what cnditins. As a result, the nline wrld can feel mre private because it feels like there’s mre cntrl.”
The cncept f cntrl is central t Byd’s wrk, and it applies t pinting ut the true facts abut teenage behavir. Byd suggests cntrl remains in the same places as it always did.
“Technlgists all g fr the idea f techn-utpia (烏托邦), the web as great demcratizer (民主化)”, she says. “But we’re nt actually demcratizing the whle system; we’re just shifting the way in which we discriminate.”
It’s a call t arms that mst academic researchers wuld tend t sidestep, but then Byd admits t treading a fine line between academics and activists. “The questins I cntinue t want t ask are the things that are challenging t me；having t sit dwn and be frced t think abut uncmfrtable scial stuff, and it’s really hard t get my head arund it, which means it’s exactly what I shuld dive in and deal with, ” she says.
31. What des Danah Byd think f “cmputer-mediated cmmunicatins”?
A. They teach teenagers abut scial interactin.
B. They replace ther srts f scial interactin fr teenagers.
C. They are necessary fr teenagers t have scial interactin.
D. They are barriers t wider scial interactin amng teenagers.
32. Why des Danah Byd cite the example f the Ls Angeles cllege applicant?
A. T shw hw easy it is t investigate smebdy’s nline activity.
BT explain hw easy it is t misinterpret an individual nline activity.
C. T prve hw imprtant it is t check the cntent f smene’s nline activity.
DT express hw necessary it is t judge smene’s sincerity frm his nline activity.
33. Danah Byd argues in Paragraph 4 that________.
A. parents tend nt t respect teenagers’ need fr nline privacy
B. teenagers are less cncerned abut privacy than their parents
Cteenagers feel mre private in the nline wrld than in the hme
D. parents value the idea f privacy less in a dmestic envirnment
34. It can be inferred frm the last paragraph that Danah Byd________.
A. is willing t take n research challenges thers wuld avid
B. regards herself as being mre f an activist than a researcher
C. is aware that she is lacking in ability t deal with the challenges
D. feels like abandning the research int uncmfrtable scial stuff
【答案】31. C 32. B 33. C 34. A
【解析】
【導(dǎo)語】本文是一篇議論文。數(shù)字人類學(xué)家Danah Byd深入研究青少年使用社交網(wǎng)站方式，她指出：青少年在網(wǎng)絡(luò)上的行為很容易被誤解，他們在網(wǎng)絡(luò)世界里隱私感更強(qiáng)。
【31題詳解】
推理判斷題。根據(jù)第一段中Danah Byd 所說的話“Tday the wrld has cmputer-mediated cmmunicatins. Thus, in rder t learn abut their scial wrld arund them, teenagers are learning abut thse things t.(今天，世界已經(jīng)有了以計(jì)算機(jī)為媒介的通信。因此，為了了解他們周圍的社會世界，青少年也在學(xué)習(xí)這些東西)”可推知，Danah Byd認(rèn)為“以計(jì)算機(jī)為媒介的通信”是青少年進(jìn)行社會互動所必需的渠道。故選C。
【32題詳解】
推理判斷題。文章第三段列舉了一位來自洛杉磯最貧困地區(qū)的年輕人申請美國頂尖大學(xué)的例子，根據(jù)段中“The applicant said he wanted t escape the influence f vilence, but the admissins fficer was shcked when he discvered that the by’s MySpace page was cvered with precisely the vilent language he claimed t hate. “Why was he lying abut his mtivatins?” asked the university.“He wasn’t, ” said Byd. “In his wrld, shwing the right images nline was a key part f surviving daily life.” (申請人說他想逃離暴力的影響，但是當(dāng)招生官發(fā)現(xiàn)男孩的MySpace頁面上滿是他聲稱討厭的那些暴力語言時(shí)，他感到非常震驚?！八麨槭裁磳ψ约旱膭訖C(jī)撒謊?”所申請的大學(xué)問?！八麤]有（撒謊），”Byd說。“在他的世界里，在網(wǎng)上展示正確的圖片是日常生活的一個關(guān)鍵部分” )”可知，那個男孩申請的大學(xué)對他在網(wǎng)上的行為有所誤解，認(rèn)為他撒謊。但是Byd認(rèn)為那個男孩沒有撒謊，并解釋他在網(wǎng)上的那些有暴力語言的圖片反映了他在日常生活中是怎樣生存的。因此可以推斷，Byd舉出這個例子是為了說明一個人的網(wǎng)上活動是多么容易被誤解。故選B。
【33題詳解】
細(xì)節(jié)理解題。根據(jù)第四段“Adults think f the hme as a very private space. That’s ften nt the case fr teenagers because they have little r n cntrl ver wh has access t it, r under what cnditins. As a result, the nline wrld can feel mre private because it feels like there’s mre cntrl. (成年人認(rèn)為家是一個非常私人的空間。對于青少年來說，情況往往不是這樣，因?yàn)樗麄兒苌倌芑蚋緹o法控制誰或者在什么條件下會進(jìn)入（他們的隱私空間）。因此，網(wǎng)絡(luò)世界感覺更私密，因?yàn)樗杏X有更多的控制)”可知，Danah Byd認(rèn)為青少年在網(wǎng)絡(luò)世界里比在家里感覺更有隱私。故選C。
【34題詳解】
推理判斷題。根據(jù)最后一段“It’s a call t arms that mst academic researchers wuld tend t sidestep, but then Byd admits t treading a fine line between academics and activists. ‘The questins I cntinue t want t ask are the things that are challenging t me; having t sit dwn and be frced t think abut uncmfrtable scial stuff, and it’s really hard t get my head arund it, which means it’s exactly what I shuld dive in and deal with, ’ she says.(這是一個大多數(shù)學(xué)術(shù)研究人員往往會回避的戰(zhàn)斗號召，但Byd承認(rèn)，他在學(xué)術(shù)和活動家之間走了一條微妙的線。她說：“我一直想問的問題對我來說是具有挑戰(zhàn)性的；我不得不坐下來，被迫思考不舒服的社交問題，這真的很難讓我的腦袋轉(zhuǎn)過去，這意味著這正是我應(yīng)該投入和處理的。”)”可推知，Danah Byd 認(rèn)為大多數(shù)學(xué)術(shù)研究人員都傾向于回避，但是她覺得這些問題對她來說是挑戰(zhàn)。這些問題很難理解，而這正是她應(yīng)該深入研究探討的。因此可以推斷，Byd愿意接受其他人可能會回避的挑戰(zhàn)。故選A。
第二節(jié)（共5小題；每小題2分，共10分）
根據(jù)短文內(nèi)容，從短文后的七個選項(xiàng)中選出能填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Once cnsidered an ptinal lifestyle chice, recycling has becme a cmmnplace activity in mst areas. One type f recycling, called dwncycling, invlves re-purpsing a material int a new prduct f lesser quality. _____35_____
Dwncycling is als knwn as dwnstream recycling. It is mst cmmn in terms f industrial materials. These prducts lse their value as they are recycled, which limits their capacity fr new use. _____36_____ White writing paper, fr example, is ften dwncycled int cardbard; nce dwncycled t this new frm, it can n lnger be used as white paper again. Anther example f dwncycling includes the use f plastic cmpnents.
Giving prducts a new life is cnsidered a gd way t reuse materials and avid waste. Once dwncycled t their full capacity, hwever, these materials are eventually s degraded that they cannt be reused further. Since dwncycled prducts are cnsidered f lwer quality than their riginal frm, they cannt be used in remaking their riginal prduct.
_____37_____ Plastic, glass, and aluminium prducts cded with the number ne may be remade int smething f equal r greater value. This type f recycling is knwn as upcycling, and represents the frward cmpatibility f recycled cmpnents. Materials available fr dwncycling, such as water, juice, and milk bttles, are cded with the number tw. _____38_____
Items available fr dwncycling ften require additinal chemicals, energy, and ther treatments in rder t transfrm them int smething usable. Durable plastic prducts in particular require much additinal treatment. Trash bins, tables, and chairs are als cnsidered materials with a high energy cst t recycle.
When a prduct reaches a cde seven, it is cnsidered n lnger recyclable. _____39_____ Since these prducts can n lnger be made int new nes, they will either have t be reused r discarded, typically in a landfill.
A. It can include varying grades f plastic, paper prducts, and ther materials.
B. Their recycled frm is typically bth weaker and cheaper than their riginal ne.
C. They may nt be used t cntain fd-grade items again upn being dwncycled.
D. Prducts are prvided with cdes t determine their grades and whether r nt they may be recycled.
E. This usually ccurs when a substance is blended with ther substances, such as different types f plastic with varius recycling cdes.
【答案】35. A 36. B 37. D 38. C 39. E
【解析】
【導(dǎo)語】本文是一篇說明文。文章主要介紹了一種回收形式——降級回收，這種回收方式是將材料重新加工成質(zhì)量更低的新產(chǎn)品。
【35題詳解】
根據(jù)空前內(nèi)容“One type f recycling, called dwncycling, invlves re-purpsing a material int a new prduct f lesser quality.(其中一種回收被稱為“降級回收”，涉及將一種材料重新利用成質(zhì)量較低的新產(chǎn)品。)”可知，空前提到了降級回收。選項(xiàng)A“It can include varying grades f plastic, paper prducts, and ther materials.(它可以包括不同等級的塑料、紙制品和其他材料。)”是上文內(nèi)容的自然延續(xù)，繼續(xù)介紹了降級回收的相關(guān)信息。故選A。
【36題詳解】
根據(jù)空后所舉例子“White writing paper, fr example, is ften dwncycled int cardbard; nce dwncycled t this new frm, it can n lnger be used as white paper again.(例如，白色的信紙經(jīng)常被降級為硬紙板；一旦降級為這種新形式，它就不能再作為白紙使用了。)”可知，下文所舉例子指的是白色信紙被降級為硬紙板，所以不能在作為白紙使用。選項(xiàng)B“Their recycled frm is typically bth weaker and cheaper than their riginal ne.(它們的回收形式通常比原來的更弱，也更便宜。)”與下文所舉例子內(nèi)容上保持一致，指的是降級回收是將材料加工成質(zhì)量更低的新產(chǎn)品。故選B。
【37題詳解】
空處為段首句，為本段主要內(nèi)容。根據(jù)下文內(nèi)容“Plastic, glass, and aluminium prducts cded with the number ne may be remade int smething f equal r greater value. This type f recycling is knwn as upcycling, and represents the frward cmpatibility f recycled cmpnents. Materials available fr dwncycling, such as water, juice, and milk bttles, are cded with the number tw. (標(biāo)有數(shù)字1的塑料、玻璃和鋁制品可以重新制造成同等或更高價(jià)值的產(chǎn)品。這種類型的回收被稱為升級回收，代表了回收部件的前向兼容性?？捎糜诮导壔厥盏牟牧?，如水、果汁和牛奶瓶，都標(biāo)有數(shù)字2。)”可知，下文講述的是產(chǎn)品上的代碼或數(shù)字，代表的是其等級以及是否可以回收。選項(xiàng)D“Prducts are prvided with cdes t determine their grades and whether r nt they may be recycled.(產(chǎn)品附有代碼，以確定其等級和是否可以回收。)”與本段主要內(nèi)容一致，指的是產(chǎn)品代碼確定了其等級和是否可以回收。故選D。
【38題詳解】
根據(jù)空前內(nèi)容“Materials available fr dwncycling, such as water, juice, and milk bttles, are cded with the number tw.(可用于降級回收的材料，如水、果汁和牛奶瓶，都標(biāo)有數(shù)字2。)”可知，標(biāo)有數(shù)字2的材料可用于降級回收。選項(xiàng)C“They may nt be used t cntain fd-grade items again upn being dwncycled.(在降級循環(huán)后，它們不得再次用于盛裝食品級物品。)”與上文內(nèi)容一致，指的是標(biāo)有數(shù)字2的材料用于降級回收后，不能再次用于盛裝食品級物品。故選C。
【39題詳解】
根據(jù)空前內(nèi)容“When a prduct reaches a cde seven, it is cnsidered n lnger recyclable. (當(dāng)產(chǎn)品達(dá)到代碼7時(shí)，它被認(rèn)為不再可回收。)”可知，上文指的是產(chǎn)品代碼為7時(shí)就不能再回收了。選項(xiàng)E“This usually ccurs when a substance is blended with ther substances, such as different types f plastic with varius recycling cdes.(這通常發(fā)生在一種物質(zhì)與其他物質(zhì)混合時(shí)，例如具有不同的回收代碼的不同類型的塑料。)”是上文內(nèi)容的自然延續(xù)，指的是具有不同的回收代碼的不同類型的塑料混合后就被認(rèn)為不再可回收。故選E。
第三部分書面表達(dá)（共兩節(jié)，共32分）
第一節(jié)（共4小題；第40、41題各2分，第42題3分，第43題5分，共12分）
In 1983, Hward Gardner, a prfessr at Harvard, published Frames f Mind: The Thery f Multiple Intelligences. In the bk, he presented ne type f intelligence that everyne must develp if they want t be successful. That is emtinal intelligence.
Emtinal intelligence refers t the ability t identify and regulate yur wn emtins. It means having a deep understanding f yurself, knwing yur wn strengths and weaknesses, and handling reactins and emtins wisely. Emtinal intelligence is critical fr success in almst any field and it is especially imprtant fr high-stress envirnments, fr example, when times are tugh and when a persn wants t quit r is fearful.
We all knw highly emtinal peple. Rather than react wisely, they tend t let their emtins run their lives, ften saying r ding smething they may later regret. I’ve seen many peple d this n scial media, getting in arguments with lved nes ver trivial stuff because they have different pinins. This inability t master the self leads t many struggles and heartaches fr peple.
Emtinal intelligence des nt mean being vid (沒有) f emtins. It means yu knw it is kay t be angry, just nt ut-f-cntrl angry. Yu knw it’s kay t feel hurt, but it is nt kay t d smething stupid in the name f revenge (報(bào)復(fù)). Many f us knw peple wh are very intelligent, but allw their emtins t damage their lives.
Nw, reflect n hw yu manage yur emtins. Are yu smart in the way yu express what yu’re feeling, especially when the pressure is n?
40. Accrding t the passage, what is “emtinal intelligence”?
41. Hw d highly emtinal peple deal with their emtins?
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
It’s imprtant t keep yur emtins under cntrl, s when yu get hurt, yu shuld neither get angry nr d stupid things fr revenge.
43. In yur daily life, what can yu d t better manage yur emtins?
【答案】40. Emtinal intelligence refers t the ability t identify and regulate yur wn emtins.
41. Rather than react wisely, highly emtinal peple tend t let their emtins run their lives, ften saying r ding smething they may later regret.
42. It’s imprtant t keep yur emtins under cntrl, s when yu get hurt, yu shuldneither get angry nr d stupid things fr revenge.
Accrding t the passage, it’s kay fr yu t feel angry, just nt ut-f-cntrl angry.
43. I manage my emtins in tw ways. Firstly, I like writing dwn my bad feelings, which enables me t let g f them s that I can fcus mre n what makes me cheerful. Secndly, when cnflict ccurs, it helps t talk penly abut my feelings and thughts.
I imprve my emtinal cntrl frm tw aspects. When in cnflict with thers, I address it with a she-shifting view, which helps me better understand them and avid highly emtinal respnse. As fr my negative feelings, I prefer t let them ut in a healthy way, such as running r singing, which benefits me emtinally.
【解析】
【分析】本文是一篇說明文，主要講的是什么是情商，高情商和低情商的人分別有什么表現(xiàn)。
【40題詳解】
細(xì)節(jié)理解題。根據(jù)第二段的“Emtinal intelligence refers t the ability t identify and regulate yur wn emtins.（情商指的是識別和調(diào)節(jié)自己情緒的能力。）”可知，情商指的是識別和調(diào)節(jié)自己情緒的能力，故答案為Emtinal intelligence refers t the ability t identify and regulate yur wn emtins。
【41題詳解】
細(xì)節(jié)理解題。根據(jù)第三段的“We all knw highly emtinal peple. Rather than react wisely, they tend t let their emtins run their lives, ften saying r ding smething they may later regret.（我們都認(rèn)識高度情緒化的人。他們沒有做出明智的反應(yīng)，而是傾向于讓自己的情緒控制自己的生活，經(jīng)常說或做一些事后可能會后悔的事情。）”可知，高度情緒化的人傾向于讓他們的情緒控制他們的生活，經(jīng)常說或做一些事后可能會后悔的事情，故答案為Rather than react wisely, highly emtinal peple tend t let their emtins run their lives, ften saying r ding smething they may later regret。
【42題詳解】
細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段的“It means yu knw it is kay t be angry, just nt ut-f-cntrl angry. Yu knw it’s kay t feel hurt, but it is nt kay t d smething stupid in the name f revenge (報(bào)復(fù)).（這意味著你知道生氣是可以的，只是不要失控。你知道受傷是可以的，但以復(fù)仇的名義做傻事就不對了。）”可知，題干中說“shuld neither get angry（都不應(yīng)該生氣）”是不對的，故答案為It’s imprtant t keep yur emtins under cntrl, s when yu get hurt, yu shuld neither get angry nr d stupid things fr revenge. Accrding t the passage, it’s kay fr yu t feel angry, just nt ut-f-cntrl angry. 。
【43題詳解】
推理判斷題。根據(jù)客觀事實(shí)，首先，我喜歡寫下我的不好的感覺，這能讓我放開它們，這樣我就能更多地關(guān)注讓我快樂的事情。其次，當(dāng)沖突發(fā)生時(shí)，公開談?wù)撐业母惺芎拖敕〞袔椭?。故答案為I manage my emtins in tw ways. Firstly, I like writing dwn my bad feelings, which enables me t let g f them s that I can fcus mre n what makes me cheerful. Secndly, when cnflict ccurs, it helps t talk penly abut my feelings and thughts.。
第二節(jié)書面表達(dá)（20分）
44. 假設(shè)你是紅星中學(xué)高二學(xué)生李華。你在學(xué)校英語演講比賽中榮獲一等獎，請用英文寫一封郵件感謝外教Jim對你的幫助，內(nèi)容包括：
1. 表示感謝；
2. 回顧Jim對你的幫助；
3. 你的祝愿。
注意：1. 詞數(shù)100左右。
2. 開頭和結(jié)尾已給出，不計(jì)入總詞數(shù)。
Dear Jim，
_________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
【答案】Dear Jim,
Hw is everything ging? I am writing t express my heartfelt thanks t yu because I’ve wn the first prize in the English Speech Cntest f ur schl. Yur kind help has meant mre than anything.
I remember vividly hw yu guided and encuraged me. During the preparatin f the cntest, yu helped plish my draft many times and better my prnunciatin with great patience.The public speaking skills yu shared turned ut really effective. Mre imprtantly, whenever I felt hesitant and unsure abut myself, yu were always there t back me up and bst my cnfidence. Withut yu, I culdn’t have made such an achievement.
Thank yu fr everything yu have dne fr me and wish yu all the best.
Yurs,
Li Hua
【解析】
【導(dǎo)語】本篇書面表達(dá)屬于應(yīng)用文寫作中的感謝信。要求考生給外教寫封信感謝其在英語學(xué)習(xí)中給自己的幫助。
【詳解】1.詞匯積累
衷心的：heartfelt→ sincere/genuine
耐心地：with patience → patiently
重要地：imprtantly → significantly
支持：back up→ supprt
2.句式拓展
簡單句變復(fù)合句
原句：Withut yu, I culdn’t have made such an achievement.
拓展句：If it had nt been fr yu, I culdn’t have made such an achievement.
【點(diǎn)睛】【高分句型1】I am writing t express my heartfelt thanks t yu because I’ve wn the first prize in the English Speech Cntest f ur schl.（運(yùn)用了because引導(dǎo)的狀語從句）

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